Are there more red squares or green squares?

How do you know?

How did you see it?

How could you figure it out?

2, 3, 4, 5, 6+

Attending to and using structure

Comparing quantities

Composing and decomposing number

Thinking in equal groups

Connecting area and multiplicative thinking

After the class has discussed the questions above, you can extend this activity by posing the following questions:

When do the borders of rectangles have the same number of squares?

Design some arrays and shaded their borders. What do you notice about the number of squares that are shaded?