Array Structurer

With linear measures or other similar indications of the two dimensions, multiplicatively iterates rows or columns to determine the area. Does not need to draw in the array to do so. Has an abstract understanding of the rectangular area formula. Understands and justifies that differently-shaped regions can have the same areas. Compares regions with transitive reasoning (e.g., A is greater than B, B is greater than C, so I know A is greater than C).


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Other Examples:

  • Drawings are not necessary. In multiple contexts, children can compute the area from the length and width of rectangles and explain how that multiplication creates a measure of area.

Help your student become a(n) Array Structurer

Activities ask children to think about units making a row (or column) and then to figure out how many of those it would take to fill a rectangular region.


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.