What is area in math for kids: What is area? | TheSchoolRun

Posted on

What Is the Area of a Square ⭐ Definition, Formula, Examples

  • Home
  • >
  • Knowledge Base
  • >
  • Area of a Square – Definition, Formula, Examples

At Brighterly, we believe in making math enjoyable and accessible for children of all ages. As a cornerstone of geometry, the area of a square is a fundamental concept that kids will encounter throughout their education. By understanding the area of a square, children can unlock their potential to solve more complex mathematical problems and explore the fascinating world of geometry.

In this article, we will delve into the intricacies of the area of a square, its formula, and various methods of calculating it. Our goal is to help children grasp these concepts in a fun and engaging manner, making them feel more confident in their math skills.

What is the Area of Square?

The area of a square is a fundamental concept in mathematics that is commonly taught to children as part of their basic geometry lessons. In simple terms, the area of a square refers to the amount of space enclosed within its four equal sides. It is a measure of the total region that a square covers, and it is expressed in square units. Understanding the concept of area is crucial for children, as it lays the foundation for more advanced mathematical concepts they will encounter in their education.

As a website dedicated to making math more accessible and engaging for children, Brighterly is here to provide an easy-to-understand guide on the area of a square, its formula, and various ways to calculate it. Let’s dive into the world of squares and explore how to find their area using different methods!

Area of Square Formula

The area of a square can be calculated using a straightforward formula. The formula for finding the area of a square is:

Area = Side × Side or Area = s²

In this formula, ‘Side’ or ‘s’ represents the length of one side of the square. Since all sides of a square are equal, multiplying the length of one side by itself will give you the area of the square. This formula is applicable to all squares, regardless of their size or the unit of measurement used.

How to Find the Area of a Square?

There are several ways to find the area of a square, depending on the information you have at hand. In this section, we will cover three methods for calculating the area of a square:

  1. Area of Square when the Perimeter of a Square is Given
  2. Area of Square When the Side of Square is Given
  3. Area of Square When the Diagonal of a Square is Given

Area Of Squares And Rectangles Worksheet PDF

View pdf

Area Of Squares And Rectangles Worksheet

To enhance your understanding of the concept of the Area of a Square, we suggest taking a look at the math worksheets provided by Brighterly. These worksheets are designed to help you learn and reinforce your knowledge on this topic.

Area of Square when the Perimeter of a Square is Given

The perimeter of a square is the total length of its four equal sides. If you know the perimeter of a square, you can find its area by first calculating the length of one side and then using the area formula. Here’s the step-by-step process:

  1. Divide the perimeter by 4 to find the length of one side: Side = Perimeter ÷ 4
  2. Use the area formula to find the area: Area = Side × Side or Area = s²

Area of Square When the Side of Square is Given

If you know the length of one side of the square, finding its area is straightforward. Simply use the area formula mentioned earlier:

Area = Side × Side or Area = s²

Area of Square When the Diagonal of a Square is Given

The diagonal of a square is the line segment that connects two opposite corners. If you know the length of the diagonal, you can find the area of the square using the following steps:

  1. Divide the diagonal by √2 to find the length of one side: Side = Diagonal ÷ √2
  2. Use the area formula to find the area: Area = Side × Side or Area = s²

Area Of Square And Rectangle Worksheet

Area Of Rectangles And Squares Worksheet

Area of a Square Sample Problems

Let’s look at some sample problems to help you better understand the different methods of finding the area of a square:

Perimeter given: A square has a perimeter of 20 units. What is its area?

  • Side = Perimeter ÷ 4 => Side = 20 ÷ 4 => Side = 5
  • Area = Side × Side => Area = 5 × 5 => Area = 25 square units

Side given: A square has a side length of 6 units. What is its area?

  • Area = Side × Side => Area = 6 × 6 => Area = 36 square units

Diagonal given: A square has a diagonal length of 10 units. What is its area?

  • Side = Diagonal ÷ √2 => Side = 10 ÷ √2 => Side ≈ 7.07
  • Area = Side × Side => Area ≈ 7.07 × 7.07 => Area ≈ 50 square units

Practice Problems

Now that you understand the different methods of finding the area of a square, try solving these practice problems on your own:

    1. A square has a perimeter of 32 units. What is its area?
    2. A square has a side length of 9 units. What is its area?
    3. A square has a diagonal length of 14 units. What is its area?


We at Brighterly are committed to providing comprehensive, easy-to-understand, and enjoyable learning resources for children. Our guide on the area of a square is designed to help young learners grasp this essential concept in geometry and build a strong foundation for future mathematical success.

As your child masters the area of a square, they will develop problem-solving skills and the ability to tackle more challenging geometric concepts. Remember, practice makes perfect! Encourage your child to apply these methods to different situations and problems, and soon they’ll be a pro at finding the area of a square.

At Brighterly, we strive to make math an exciting and rewarding journey for children. Keep exploring our other resources and articles to support your child’s mathematical growth and development. Together, we can make learning fun and fulfilling!

Frequently Asked Questions on Area of Square

What is the difference between the area and the perimeter of a square?

The area of a square is the amount of space enclosed within its four equal sides, while the perimeter is the total length of those four sides. Area is measured in square units, while the perimeter is measured in linear units.

Can the area of a square be negative?

No, the area of a square cannot be negative. The area is a measure of the space enclosed by the square and must always be a positive value.

Is the formula for the area of a square the same for all squares?

Yes, the formula for the area of a square (Area = Side × Side or Area = s²) is the same for all squares, regardless of their size or the unit of measurement used.

Information Sources

This article was created using information from the following sources:

  • Wikipedia: Square
  • National Council of Teachers of Mathematics: Geometry Fundamentals
  • Wolfram MathWorld: Ray

Area Model for Multiplication — Stress Free Math for Kids

October 15, 2022

What is the area model for multiplication and why do schools now teach it before introducing the standard algorithm? This (and other similar questions) is one of the most common questions parents ask about “common core” or “new” math. The point parents make most often, that the standard algorithm is the fastest method for calculating a product, is true.

However, the benefit of teaching area model is that it creates a visual model. It also aids in the mathematical understanding of breaking down place value and in the development of mathematical reasoning. A student who understands the area model can explain how and why the standard algorithm works. When we teach just standard algorithm, many students struggle to remember the steps and make more mistakes. However, even strong math students who wouldn’t struggle benefit from the mental math skills developed by the area model. When they break down the numbers by place value, many strong students can solve the problems in their heads. Finally, students can apply their knowledge to visualizing and understanding algebraic equations. Remember our goal in elementary math is to lay the foundation for upper level math, and it all comes down to a thorough understanding of place value.

Image from Mr. PentagonUsing area models from double digit multiplication through algebra (from Leaf and Stem Learning)

Whenever I go to write a post, I read through a lot of articles to see what others have said. As I was reading I discovered that Jill Staake from We Are Teachers covered this one really well in similar style to how I would have! I am going to go ahead and link her post.

The Best Tips and Activities For Teaching Area Model Multiplication Method

She included this video in her post as well but I will embed it for anyone who doesn’t want to read the whole article and just wants a quick clear explanation of how to do it!

Finally, let me add a picture a high school teacher shared with me about how he built on his students’ knowledge of area models to expanding binomial products.

The area model for multiplication goes farther than you would first think!

Like this:

Like Loading…

Mastering Math 

Through Play

Check out my BRAND NEW ebook and get my personal Top-10 list of the best math resources for your child that make learning fun. It’s new and I’m giving it away for FREE right now!

Get INSTANT ACCESS to my brand new e-book that helps kids improve their math grades and find a love for math! 

Why should your children learn math?

With someone’s light hand, the world is forever divided into two parts: humanitarians and «techies». What a surprise — to find out that neither one nor the other actually exists! How to understand mathematics, and most importantly, why do it «Oh!» explains professor of mathematics, lecturer at the University of Twente in the Netherlands, author of the book Who Needs Mathematics? and mother of two girls Nelly Litvak.

Nelli Litvak, professor of mathematics, lecturer at the University of Twente (Netherlands), mother

People are used to thinking that mathematics is just numbers and signs, and since there are calculators and computers, then it is not necessary to do it. This is an erroneous opinion! Let’s start with the fact that a computer is just an electric machine, plastic and iron, it does not think, but executes commands, and after all, someone must set these commands! In order to ensure the operation of computers, the most complex mathematical models and approaches are used. So, if there were no mathematics, then the computer would be a completely useless toy, and would only be able to blink light bulbs.

Mathematics can be mastered by anyone, just different people have different abilities and interests. And the fact that girls perceive mathematics worse than boys is an absolute lie. And yet there is no such thing in nature as a humanitarian mindset! At least, scientists have not found anything like that. There are people who didn’t understand math in school. But the fact is that rather dry school mathematics bears very little resemblance to real mathematics — a living and creative science.

The tragedy of school mathematics, for example, is that it is taught at a very high pace. It is completely unclear why this is necessary. In a very short time, children are forced to learn a huge number of formulas, but if the formulas mean nothing to them, then it is pointless to teach them. Please note: A’s in math at school are given to people who think quickly and remember well. It’s funny that in this science, neither one nor the other is especially valued. Mathematics needs logic, you need to be able to see connections, look at everything from different angles, interpret the result in different ways, find a connection between one answer and another. This cannot be done without understanding the essence. And at school, because of the high pace, you have to reason like this: “Don’t you understand what cosine is? So what, just memorize the formula and write a test!” There is no point in this exercise.

Mathematics gives great satisfaction! She develops logic. But what is taught in school is not exactly mathematics, it is rather a set of tricks. In a mathematics lesson, a child must solve standard problems using the formulas that he has memorized, and the most important thing is that the answer matches the one in the textbook. This is not at all like how mathematicians work! Believe me, my working day looks completely different! My colleagues and I are constantly discussing something, trying to understand the answer, making mistakes, we can end the day with a completely wrong result! To be honest, we know little by heart and often look at formulas. Even Einstein said: “Why learn a formula that can be found in a book!” And the Internet is just happiness! You can find anything there! Of course, I know some formulas by heart, but it just makes my work faster, I still do complex mathematics. It’s all about interest and motivation!

Mathematics is like the last bastion of the old system. Modern children cannot memorize all these formulas, they do not understand why, and they are right. We have a division into school mathematics and higher mathematics, but for some reason there is no such division in biology or literature. What did mathematics do, why is it so special?

When I was reading the book of the mathematician Ellenberg «How not to make mistakes», I had a hypothesis: in order to correctly and mathematically rigorously explain to people what a derivative and integral are, it is necessary to introduce the formal concept of a limit. But this cannot be done at school, because it is very difficult, abstract, and in fact it is only needed to do formal mathematical proofs. But the trouble is, mathematicians don’t like to work without a formal definition, our position is this: if we can’t explain properly, then it’s better not to explain at all.

Everything related to the derivative or integral is completely absent in the school or is present, but only at the very end and just a little bit. But the fact is that a lot of interesting problems of the real world are connected with just these concepts! But if we have a taboo on information of this kind, then the school curriculum is filled with what schoolchildren can master without delving into these strict mathematical definitions. As a result, children receive a set of skills that have little to do with the real world. And when they ask: «Why should I?» — they are absolutely right. And what is relevant to real life — degree, cosine, sine, logarithm — is taught very formally. The connection between the logarithm and the real world is not obvious. If they don’t show it to you, then you won’t see it. It seems to me that this is what children should be taught in mathematics lessons.

I like to explain logarithms with two simple examples. One with a knock-out tennis tournament, and the other with bacteria breeding. For example, imagine that you have a bacterium that gives birth to five offspring and dies, and the next day these five bacteria also give rise to five offspring and die, and so on. How many days will it take you to make a billion from one bacterium? The answer is simple: the number of days you need is the logarithm. These patterns are the patterns of the real world. If you understand that you have a knockout tournament, and the number of rounds is the logarithm of the number of participants, then this pattern is obvious.

There is no difference between a knockout tournament and bacteria breeding, except for one thing: in a knockout tournament, you have many participants starting and one finishes, and vice versa in bacteria breeding. But this is the same picture, you just need to turn it over! Mathematics is the science of precisely these connections.

Important events and new discoveries in mathematics are now happening all the time, just constantly. Science is developing at an incredible pace! Just imagine that 90% of all scientists who have ever lived are living now. This is a huge «international corporation» that generates knowledge at an alarming rate. For example, I am engaged in the construction of large networks (for example, social networks or computer networks). In this area, a mathematical model of the so-called random graphs is used. Five years ago, we did not know how to approach some random graph problems, but now the solution is already known and has become standard. And in the future, I guarantee, mathematics will be even more exciting and interesting.

Read also:

Personal experience: my children study in Holland

The first informative New Year calendar: the whole of December «Oh!» gives gifts

Photo: Kdonmuang/Africa Studio/Kiselev Andrey Valerevich/Shutterstock.com

cognitive development. REMP» | Outline of a lesson in mathematics (preparatory group) on the topic:

Abstract of the lesson in mathematics «Clock»

for children of senior preschool age 6 — 7 years old


Purpose: Formation of elementary mathematical concepts in children of senior preschool age.


1. To introduce children to the clock face, to form ideas about the definition of time by the clock.

2. Fix the count within 20, ideas about the number 20 and the composition of the number 12.

3. Consolidate knowledge about the sequence of parts of the day, days of the week, months of the year, seasons.

4. Develop children’s mental abilities, speech, reaction time, cognitive interest.

5. Develop skills for independent and team work.

Materials for the lesson:

Demonstration — presentation «History of watches»; various types of watches.

Handout — a model of a watch dial with movable hands, sheets with various tasks for determining the time: Geometric figures from which you need to assemble a watch dial and set a certain time.

Preliminary work:

Didactic games: “Name it soon”, “Brook”, “What, where?”, “Show the neighbors” or “Who is attentive?”.

Course of the lesson:

Organizational moment:

The ball game “Name it soon” is held with children. Children stand in a circle. The teacher has a ball, she throws it to the child and asks a question. The child throws the ball back and answers the question.


1. What season is it now?

2. What day of the week is it?

3. What is the first month of the year?

4. What day of the week comes after Sunday?

5. How many months in a year?

6. How many days are there in a week?

7. What month is it now?

8. How many days a week do we have a rest?

9. What time of day do we go to kindergarten?

10. What is the first month of the year?

11. What is the second day of the week?

12. What are the parts of the day in order?

Educator: Guys, I have a story for you that happened to me today. I almost overslept. Why do you think?

Children: Did the clock ring?

Educator: The alarm clock broke correctly. And why?

Children: Versions of children.

Educator: All right, the clock can stop for this. but my battery ran out on my watch, I have it quartz, and what kind of watch do you know?

Children: Children’s answers.

Educator: Well done, you guessed everything.

Educator: Guys, let’s see what kind of clock we have. I have prepared a presentation for you.

Educator: Guys, what do you need a watch for?

Children: To know the exact time and not be late for work for dad and mom, and for us to go to kindergarten.

Educator: Right, to know when to go for a walk, have breakfast. Look at my watch. What is the circle with numbers on the clock called? Who knows?

Children: Dial.

Educator: Well done! What hands does the clock have and what are they for?

Children: The short hand shows hours and the long hand shows minutes.

Educator: Right. Guys, let’s play the game «Show me what time I’ll tell you on the clock.» Let’s sit at the tables. Here are watch models with movable hands. You need to put the arrows so what time I will say. We start the game.

Educator: Put the hands on the clock so that they show 5 o’clock. How did you put the hands on the clock?

Children: The short arrow shows the number 5, the long arrow shows the number 12.

(The game continues. During the work, the teacher checks the results of the children) Work with cards.

II. Physical education minute: «Clock».

Masha shows the movements.

Tilts of the head first to one shoulder, then to the other shoulder:

Tick-tock, tick-tock-

All clocks go like this:

Tick tock.

Children swing to the beat of the mint:

See what time it is:

Tick-tick, tick-tock,


Feet together, hands on the belt. On the count of «one» — the head leans to the right shoulder, then to the left, like a clock, etc.:

Left — one, right — one,

We can do this too,


Finger gymnastics.

III. Consolidation of skills and knowledge about hours and time, counting up to 20.

By alexxlab

Similar Posts