Gather students back to the central location.

**Ask:** What was the area of the planting space you measured? Share with a partner from a different group.

Use student measurements to demonstrate multiplication.

Model various methods of multiplication based on student use of these methods. Emphasize that length and width can be switched and still produce the same answer. Emphasize vocabulary of factors and products.

Draw out, or post a chart of a vegetable bed cut into the 32 squares in square foot gardening and explain that each square is one square foot which can be written as 1ft.2

**Ask:** Why do you think we call this a square foot? How does knowing the area help us determine the number of square feet we have to work with? What do you think the "2" represents when writing square feet?

Explain that this is important if we need to add fertilizer or mulch or to know how much space a certain plant might need.

Hand out and/or post the attached square foot planting guide and give them time to look over it.

**Ask:** How many carrots can be planted in 1ft.2 ?

Differentiation note:

• Vary question difficulty as needed. Examples include:

• How many spinach plants can be planted in 6 ft2 ?

• If carrot seeds cost $1.25 each, how much would it cost to plant a square foot?

• If 4 pole bean plants yield, 50 beans, how many square feet should be planted for a yield of 1,000 beans?