Challenge: Design a Bedroom

In this lesson, students will solve a real-world problem using the area model for multiplication. Then, students will engage in an interactive mixed operations activity to design a bedroom.

Challenge Notes:

  • The lesson starts with a “Would You Rather” before moving into the tasks.
  • Video: Multiplication using the area model [Khan Academy]
  • Part 1: Students will use the area model for multiplication to solve the problem.
  • Part 2: This part of the challenge incorporates multi-digit number addition and subtraction. If students are uncomfortable with multi-step word problems, this may work better as a small-group instruction activity.

Warm-Up: Would You Rather?

Have a bedroom with a length of 20ft and a width of 24ft? … Or a bedroom with a length of 18ft and width of 28ft?

Challenge: Part 1 [Must-Do]

An interior designer needs help designing a bedroom. Before selecting furniture, he needs to know how much space is available in the bedroom.

The bedroom is 15ft long (length) and 22ft wide (width). Use the area model of multiplication to find out the area of the bedroom.

Photo by Amin Hasani on Unsplash

Challenge: Part 2 [Can-Do Activity]

In groups of 2, head to to help the interior designer pick out furniture for the room.

You have a budget of $1,600 and must add the following items to your cart: bed, dresser, rug, and a lamp. How much money will you have left in your budget after selecting your items?

4.MD.A.3 — Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

4.NBT.B.5 — Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.



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