This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 4-by-5 rectangle has 4 rows with 5 squares in each row, giving 4×5=20 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. This tiled rectangle has 4 rows of 5 squares. When tiled with unit squares, it has 4 rows of 5 squares each (or 5 columns of 4 squares each). Choice B is correct because 4 rows of 5 squares = 4×5 = 20 square units, which can be verified by counting all tiles OR multiplying length times width: 4×5=20. This shows understanding that tiling and multiplication give the same area. Choice A represents a wrong calculation, like 3×3=9 or confusing with a square. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '4 rows of 5' means 5+5+5+5 (repeated addition) which equals 4×5 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (4+5 instead of 4×5), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 4 rows of 5 squares, so 4 times 5 equals 20.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 3-by-4 rectangle has 3 rows with 4 squares in each row, giving 3×4=12 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. The rectangle has dimensions 3 by 4, and the question asks why counting tiles and multiplying match. When tiled with unit squares, it has 3 rows of 4 squares each (or 4 columns of 3 squares each). Choice B is correct because the rectangle has 3 rows of 4 tiles, so 3×4 counts them, which can be verified by counting all tiles OR multiplying length times width: 3×4=12. This shows understanding that tiling and multiplication give the same area. Choice A represents adding instead of multiplying, like 3+4=7, but actually suggesting addition gives the same as tiling, which is wrong. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '3 rows of 4' means 4+4+4 (repeated addition) which equals 3×4 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (3+4 instead of 3×4), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 3 rows of 4 squares, so 3 times 4 equals 12.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 2-by-5 rectangle has 2 rows with 5 squares in each row, giving 2×5=10 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. The rectangle has 2 rows of 5 tiles. When tiled with unit squares, it has 2 rows of 5 squares each (or 5 columns of 2 squares each). Choice C is correct because 2 rows of 5 squares = 2×5 = 10 square units, which can be verified by counting all tiles OR multiplying length times width: 2×5=10. This shows understanding that tiling and multiplication give the same area. Choice A represents adding instead of multiplying, like 2+5=7. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '2 rows of 5' means 5+5 (repeated addition) which equals 2×5 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (2+5 instead of 2×5), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 2 rows of 5 squares, so 2 times 5 equals 10.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 5-by-8 rectangle has 5 rows with 8 squares in each row, giving 5×8=40 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. The rectangle has dimensions 5 by 8. When tiled with unit squares, it has 5 rows of 8 squares each (or 8 columns of 5 squares each). Choice C is correct because 5 rows of 8 squares = 5×8 = 40 square units, which can be verified by counting all tiles OR multiplying length times width: 5×8=40. This shows understanding that tiling and multiplication give the same area. Choice A represents adding instead of multiplying, like 5+8=13. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '5 rows of 8' means 8+8+8+8+8 (repeated addition) which equals 5×8 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (5+8 instead of 5×8), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 5 rows of 8 squares, so 5 times 8 equals 40.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 4-by-7 rectangle has 4 rows with 7 squares in each row, giving $4 \times 7 = 28$ total squares. Multiplying the side lengths ($\text{length} \times \text{width}$) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. A garden plot is 4 by 7 units, tiled in squares. When tiled with unit squares, it has 4 rows of 7 squares each (or 7 columns of 4 squares each). Choice A is correct because 4 rows of 7 squares = $4 \times 7 = 28$ square units, which can be verified by counting all tiles OR multiplying length times width: $4 \times 7 = 28$. This shows understanding that tiling and multiplication give the same area. Choice B represents perimeter confusion, like $2 \times(4 + 7) = 22$. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '4 rows of 7' means 7+7+7+7 (repeated addition) which equals $4 \times 7$ (multiplication). Practice with various rectangle sizes: $2 \times 4$, $3 \times 5$, $4 \times 6$. Help students see the connection: rows $\times$ squares per row = total squares. Watch for: Students who add dimensions instead of multiply ($4 + 7$ instead of $4 \times 7$), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 4 rows of 7 squares, so 4 times 7 equals 28.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 3-by-4 rectangle has 3 rows with 4 squares in each row, giving 3×4=12 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. The rectangle has dimensions 3 by 4. When tiled with unit squares, it has 3 rows of 4 squares each (or 4 columns of 3 squares each). Choice A is correct because 3 rows of 4 squares = 3×4 = 12 square units, which can be verified by counting all tiles OR multiplying length times width: 3×4=12. This shows understanding that tiling and multiplication give the same area. Choice B represents adding instead of multiplying, like 3+4+3+4=14 for perimeter confusion. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '3 rows of 4' means 4+4+4 (repeated addition) which equals 3×4 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (3+4 instead of 3×4), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 3 rows of 4 squares, so 3 times 4 equals 12.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 5-by-6 rectangle has 5 rows with 6 squares in each row, giving 5×6=30 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. A rug is 5 units by 6 units. When tiled with unit squares, it has 5 rows of 6 squares each (or 6 columns of 5 squares each). Choice B is correct because 5 rows of 6 squares = 5×6 = 30 square units, which can be verified by counting all tiles OR multiplying length times width: 5×6=30. This shows understanding that tiling and multiplication give the same area. Choice A represents adding instead of multiplying, like 5+6=11. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '5 rows of 6' means 6+6+6+6+6 (repeated addition) which equals 5×6 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (5+6 instead of 5×6), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 5 rows of 6 squares, so 5 times 6 equals 30.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 4-by-6 rectangle has 4 columns with 6 squares in each column, giving 4×6=24 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. This rectangle shows 4 columns of 6 squares. When tiled with unit squares, it has 4 columns of 6 squares each (or 6 rows of 4 squares each). Choice B is correct because 4 columns of 6 squares = 4×6 = 24 square units, which can be verified by counting all tiles OR multiplying length times width: 4×6=24. This shows understanding that tiling and multiplication give the same area. Choice A represents adding instead of multiplying, like 4+6=10. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '4 columns of 6' means 6+6+6+6 (repeated addition) which equals 4×6 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (4+6 instead of 4×6), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 6 rows of 4 squares, so 6 times 4 equals 24.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 3-by-5 rectangle has 3 rows with 5 squares in each row, giving 3×5=15 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. The rectangle has dimensions 3 by 5. When tiled with unit squares, it has 3 rows of 5 squares each (or 5 columns of 3 squares each). Choice A is correct because 3 rows of 5 squares = 3×5 = 15 square units, which can be verified by counting all tiles OR multiplying length times width: 3×5=15. This shows understanding that tiling and multiplication give the same area. Choice C represents adding instead of multiplying, like 3+5=8. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '3 rows of 5' means 5+5+5 (repeated addition) which equals 3×5 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (3+5 instead of 3×5), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 3 rows of 5 squares, so 3 times 5 equals 15.' This develops fluency with multiplication as counting equal groups while building area understanding.

This question tests 3rd grade area: finding the area of a rectangle by tiling it with unit squares, and showing that the area equals the product of the side lengths (CCSS.3.MD.7.a). When we tile a rectangle with unit squares, we create rows and columns. For example, a 3-by-5 rectangle has 3 rows with 5 squares in each row, giving 3×5=15 total squares. Multiplying the side lengths (length × width) gives the same answer as counting all the tiles because multiplication counts equal groups efficiently. The rectangle has dimensions 4 by 6. When tiled with unit squares, it has 4 rows of 6 squares each (or 6 columns of 4 squares each). Choice B is correct because 4 rows of 6 squares = 4×6 = 24 square units, which can be verified by counting all tiles OR multiplying length times width: 4×6=24. This shows understanding that tiling and multiplication give the same area. Choice A represents adding instead of multiplying, wrong calculation, perimeter confusion, missing units. This typically happens because students confuse addition with multiplication, miscalculate or miscount, confuse area (inside space) with perimeter (distance around), or forget area is measured in square units. To help students: Use physical tiles or graph paper to build rectangles, then count AND multiply to see they match. Show that '3 rows of 5' means 5+5+5 (repeated addition) which equals 3×5 (multiplication). Practice with various rectangle sizes: 2×4, 3×5, 4×6. Help students see the connection: rows × squares per row = total squares. Watch for: Students who add dimensions instead of multiply (3+5 instead of 3×5), students who confuse area with perimeter, students who multiply but forget to say 'square units,' and students who don't connect the visual tiling to the multiplication. Use the language 'rows of' to bridge to multiplication: 'I see 4 rows of 7 squares, so 4 times 7 equals 28.' This develops fluency with multiplication as counting equal groups while building area understanding.