For each object, decide if you would use square centimeters, square inches, square feet, or square meters to measure area. Explain your reasoning.

1. a baseball field
2. a table top
3. a cell-phone screen

1. Use a centimeter ruler.

   1. Find the area of the rectangle in square centimeters.

      

   2. Draw a rectangle the area of which is 18 square centimeters.

Tyler has 40 carpet squares with sides of 1 foot. He wants to use all the squares to make a rectangle-shaped carpet.

The longest side of the carpet cannot be more than 12 feet. What could be the side lengths of Tyler's carpet?

1. Describe some patterns you see for the numbers in the table.

   

2. Write some equations that show 1 of the patterns you found. Explain or show why that pattern happens.

1. Find in your classroom or at home an object or a space that is shaped like a rectangle. Describe the rectangle.
2. Would you use square centimeters, square inches, square feet, or square meters to measure the area of the rectangle? Explain your reasoning.

What patterns do you notice in the 3 filled-in columns of the multiplication table?

Mai picks a mystery number that is less than 30. She says that she can draw, on this grid, 3 rectangles with different side lengths, whose areas in square units are the same as her mystery number.

What could be Mai’s mystery number? Explain or show your reasoning.