Area Row and Column Structurer

Decomposes and recomposes partial units to make whole units. For example, draws rows as rows making parallel horizontal lines and so forth. Begins conserving area and reasons about additive composition of areas (e.g., how regions that look different can have the same area measure) and recognizes the need for space-filling in most contexts. 


You may see this:

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Other Examples:

  • Draws and counts rows as rows, drawing with parallel lines. Counts the number of squares by iterating the number in each row, either using physical objects or an estimate for the number of times to iterate.
  • Those who count by ones usually do so with a systematic spatial strategy (e.g., by row).
  • If the task is to measure an unmarked rectangular region, measures one dimension to determine the size of the iterated squares and eventually measures both, to determine the number of rows needed in drawing.
  • May not need to complete the drawing to determine the area by counting (most younger children) or computation (repeated addition or multiplication).

Help your student become a(n) Area Row and Column Structurer

Activities ask children to measure area by figuring out how many square units in a row and how many rows there are, using repeated addition or multiplication to calculate the area.

Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.