Skip Counting Areas

Ages 8–11 · 5 minutes · Math

Use skip counting to find the areas of rectangles

Students will learn to use skip counting as a faster way to find the areas of rectangles broken down into unit squares

Part of

Area and Perimeter

Standards alignment

Common Core State Standards

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MP8 — Look for and express regularity in repeated reasoning.

Alabama

MA19.3.20 — Find the area of a rectangle with whole number side lengths by tiling without gaps or overlays and counting unit squares.
MA19.3.21 — Count unit squares (square cm, square m, square in, square ft, and improvised or non-standard units) to determine area.
MA19.3.22 — Relate area to the operations of multiplication using real-world problems, concrete materials, mathematical reasoning, and the distributive property.

Alaska

3.MD.7.b — Demonstrate that a plane figure which can be covered without gaps or overlaps by n (e.g., 6) unit squares is said to have an area of n (e.g., 6) square units.
3.MD.8 — Measure areas by tiling with unit squares (square centimeters, square meters, square inches, square feet, and improvised units).
3.MD.7 — Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.9 — Relate area to the operations of multiplication and addition.

Arizona

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 * — Relate area to the operations of multiplication and addition.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

Arkansas

2.GM.8 — Partition a rectangle into rows and columns of same-size squares, counting the total number of squares to find the area.
3.GM.5 — Describe area as the number of unit squares that cover a plane figure without gaps and overlaps.
2.CAR.5 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
3.GM.6 — Find the area of a rectangle with whole number side lengths by modeling with unit squares and multiplying the side lengths to show the results are the same.

California

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MP7 — Look for and make use of structure.

Colorado

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by ?? unit squares is said to have an area of ?? square units.
3.MD.C.7 — Use concepts of area and relate area to the operations of multiplication and addition.
3.MD.C.7.b — Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Connecticut

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.5 — Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.C.7 — Relate area to the operations of multiplication and addition.

Delaware

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MP8 — Look for and express regularity in repeated reasoning.

Florida

MA.3.GR.2.1 — Explore area as an attribute of a two-dimensional figure by covering the figure with unit squares without gaps or overlaps. Find areas of rectangles by counting unit squares.
MA.3.GR.2.2 — Find the area of a rectangle with whole-number side lengths using a visual model and a multiplication formula.
MA.3.GR.2.3 — Solve mathematical and real-world problems involving the perimeter and area of rectangles with whole-number side lengths using a visual model and a formula.

Georgia

3.GSR.7.2 — Determine the area of rectangles (or shapes composed of rectangles) presented in relevant problems by tiling and counting.
3.GSR.7 — Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems.
3.GSR.7.1 — Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space).

Hawaii

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.5b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
MP7 — Look for and make use of structure.

Idaho

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and nonstandard units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by 𝑛 unit squares is said to have an area of 𝑛 square units.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MP.8 — Look for and express regularity in repeated reasoning.

Illinois

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
MP.7 — Look for and make use of structure.

Indiana

3.M.5 — Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters. (E)
2.G.3 — Partition a rectangle into rows and columns of same-size (unit) squares and count to find the total number of same-size squares.
3.CA.3 — Model the concept of multiplication of whole numbers using equal-sized groups, arrays, area models, and equal intervals on a number line. Model the properties of 0 and 1 in multiplication using objects or drawings. (E)
PS.8 — Look for and express regularity in repeated reasoning.

Iowa

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
SMP7 — Look for and make use of structure.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths.

Kansas

3.MD.7 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and non-standard square units).
3.MD.6.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units (does not require standard square units).
3.MD.8 — Relate area to the operations of multiplication and addition
MP.8 — Look for and express regularity in repeated reasoning.

Kentucky

KY.3.MD.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units).
KY.3.MD.7 — Relate area to the operations of multiplication and addition.
KY.3.MD.7.a — Find the area of a rectangle with whole-number side lengths by tiling it and show the area is the same as would be found by multiplying the side lengths.
KY.2.OA.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Louisiana

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MP8 — Look for and express regularity in repeated reasoning.

Maine

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and non- standard units
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting at any number. (For example, 37, 47, 57 or 328, 428, 528, etc.)
3.MD.C.5b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7 — Relate area to the operations of multiplication and addition.

Maryland

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
MP7 — Look for and make use of structure.

Massachusetts

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in., square ft., and non-standard units).
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

Michigan

3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.5 — Recognize area as an attribute of plane figures and understand concepts of area measurement.
MP8 — Look for and express regularity in repeated reasoning.

Minnesota

4.3.2.3 — Understand that the area of a two-dimensional figure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. For example: How many copies of a square sheet of paper are needed to cover the classroom door? Measure the length and width of the door to the nearest inch and compute the area of the door.
3.1.2.3 — Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division.
2.2.1.1 — Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. For example: Skip count by 5s beginning at 3 to create the pattern 3, 8, 13, 18, … . Another example: Collecting 7 empty milk cartons each day for 5 days will generate the pattern 7, 14, 21, 28, 35, resulting in a total of 35 milk cartons.

Mississippi

3.MD.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 — Relate area to the operations of multiplication and addition.
3.MD.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
MP8 — Look for and express regularity in repeated reasoning.

Missouri

3.GM.C.10 — Label area measurements with squared units.
3.GM.C.9 — Calculate area by using unit squares to cover a plane figure with no gaps or overlaps.
2.GM.A.2 — Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares.
3.GM.C.11 — Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value.

Montana

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.7.b — Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Nebraska

3.G.2.b — Use concrete and pictorial models to measure areas in square units by counting square units.
2.G.1.c — Partition a rectangle into rows and columns of equal-sized squares and count to find the total.
3.G.2 — Area and Perimeter: Students will recognize perimeter and area as attributes of plane figures and understand concepts of area measurement.
3.G.2.c — Find the area of a rectangle with whole-number side lengths by modeling with unit squares; show that area can be additive and is the same as would be found by multiplying the side lengths.

Nevada

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MP7 — Look for and make use of structure.

New Hampshire

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MP8 — Look for and express regularity in repeated reasoning.

New Jersey

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and nonstandard units).
3.MD.C.5b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.7a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

New Mexico

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
2.G.A.2 — Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

New York

NY-3.MD.6 — Measure areas by counting unit squares.
MP.8 — Look for and express regularity in repeated reasoning.
NY-3.MD.5.b — Recognize a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
NY-3.MD.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

North Carolina

NC.3.MD.5 — Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.
NC.3.MD.7 — Relate area to the operations of multiplication and addition. • Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. • Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning. • Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles.
MP.8 — Look for and express regularity in repeated reasoning.
NC.3.OA.1 — For products of whole numbers with two factors up to and including 10: • Interpret the factors as representing the number of equal groups and the number of objects in each group. • Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.

North Dakota

3.GM.M.7 — Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.GM.M.8 — Find the area of a rectangle with whole-number side lengths by modeling with unit squares; show that area can be additive and is the same as would be found by multiplying the side lengths.
2.AR.OA.5 — Use repeated addition to find the total number of objects arranged in a rectangular array.

Ohio

3.MD.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7 — Relate area to the operations of multiplication and addition.
3.MD.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
MP.8 — Look for and express regularity in repeated reasoning.

Oklahoma

3.GM.2.4 — Find the area of two-dimensional figures by counting the total number of same-size unit squares that fill the shape without gaps or overlaps.
3.N.2.1 — Represent multiplication facts by modeling a variety of approaches (e.g., manipulatives, repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, skip counting).
3.GM.2.2 — Analyze why length and width are multiplied to find the area of a rectangle by decomposing the rectangle into one unit by one unit squares and viewing these as rows and columns to determine the area.

Oregon

3.GM.C.6 — Measure areas by counting standard and non-standard unit squares.
3.GM.C.7 — Relate area to multiplication and addition. Use relevant representations to solve problems in authentic contexts.
3.GM.C.5 — Recognize area as an attribute of plane figures and understand concepts of area measurement presented in authentic contexts by tiling and counting unit squares.
3.OA.A.1 — Represent and interpret multiplication of two factors as repeated addition of equal groups.
2.GM.A.2 — Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Pennsylvania

CC.2.4.3.A.5 — Determine the area of a rectangle and apply the concept to multiplication and to addition.
CC.2.2.2.A.3 — Work with equal groups of objects to gain foundations for multiplication.
Look for and express regularity in repeated reasoning.

Rhode Island

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and non-standard units).
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
MP7 — Look for and make use of structure.

South Carolina

3.MDA.5b — Understand the concept of area measurement to include measure area by building arrays and counting standard unit squares.
3.MDA.5c — Understand the concept of area measurement to include determine the area of a rectilinear polygon and relate to multiplication and addition.
3.ATO.3 — Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown.
3.MDA.5a — Understand the concept of area measurement to include recognize area as an attribute of plane figures.
3.PS.7b — Recognize mathematical repetition in order to make generalizations.

South Dakota

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Tennessee

3.MD.C.6 — Measure areas by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units).
3.MD.C.7 — Relate area of rectangles to the operations of multiplication and addition.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths.
2.OA.C.4 — Use repeated addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. For example, a 3 by 4 array can be expressed as 3 + 3 + 3 + 3 = 12 or 4 + 4 + 4 = 12.

Texas

3.4E — represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
3.6C — 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 in each row;
3.4D — determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
2.9F — 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; and

Utah

3.MD.6 — Measure area by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units).
3.MD.7 — Relate area to the operations of multiplication and addition (refer to 3.OA.5).
3.MD.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MP.8 — Look for and express regularity in repeated reasoning.

Vermont

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7 — Relate area to the operations of multiplication and addition.
MP7 — Look for and make use of structure.

Virginia

3.MG.2a — Solve problems, including those in context, involving area:
3.CE.2a — Represent multiplication and division of whole numbers through 10 × 10, including in a contextual situation, using a variety of approaches and models (e.g., repeated addition/subtraction, equal-sized groups/sharing, arrays, equal jumps on a number line, using multiples to skip count).
3.MG.2 — The student will use multiple representations to estimate and solve problems, including those in context, involving area and perimeter (in both U.S. Customary and metric units). Students will demonstrate the following Knowledge and Skills:

Washington

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Washington, D.C.

3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 — Relate area to the operations of multiplication and addition.
3.MD.C.5.b — A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.7.a — Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

West Virginia

M.3.23 — Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units).
M.3.22 — Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by b unit squares is said to have an area of b square units.
M.3.24 — Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real-world and mathematical problems and represent wholenumber products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a x b and ax c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive and find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
MHM8 — Look for and express regularity in repeated reasoning.

Wisconsin

M.3.MD.C.6 — Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units).
M.3.MD.C.7 — Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
M.3.MD.C.5 — Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called "a unit square" is said to have "one square unit" of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

Wyoming

3.MD.I.6 — Measure areas by counting unit squares (square cm, square m, square in., square ft, and improvised units).
3.MD.I.7 — Relate area to the operations of multiplication and addition.
3.MD.I.7.B — Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.OA.A.1 — Represent the concept of multiplication of whole numbers using models including, but not limited to, equal-sized groups ("groups of"), arrays, area models, repeated addition, and equal "jumps" on a number line.
3.MD.I.5 — Understand area as an attribute of plane figures and understand concepts of area measurement, such as square units without gaps or overlaps.