- 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.
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).