Describe situations relevant to self, family, or community in which SI and/or Imperial units for area measurement are used.

Justify the choice of referents for area measurements in both the SI and Imperial units (e.g., a dime or a small fingernail is about one cm² and the thumb nail is about 1 in²).

Estimate, using strategies such as personal referents or grids, area and surface area measurements in SI or Imperial units including regular, composite, and irregular 2-D shapes and 3-D objects found in the classroom, at home, or in the community.

Develop, generalize, explain, and apply strategies (including measuring and applying formulae) for determining areas and surface areas of:

• regular, composite, and irregular 2-D shapes, including circles.
• 3-D objects, including right cylinders and right cones.

Create, solve, and verify the reasonableness of solutions to situational questions relevant to self, family, or community that involve area or surface area measurement of:

• regular or irregular 2-D shapes including circles.
• 3-D objects, including right cylinders and cones.

Develop, generalize, explain, and apply strategies to convert, within the same system of measurement, area measurements expressed in:

• an SI unit squared to another SI unit squared
• an Imperial unit squared to another Imperial unit squared.

Analyze, with and without the use of dynamic geometry software, the effect of changing the measurement of one or more dimensions on area and perimeter of rectangles and surface area of rectangular prisms.

Critique the statement “Area involves one face of a 2-D object while surface area is the sum of the areas of all the faces of a 3-D object”.