Lischka & Stevens (2015) highlight one tool - the rectangular area model - that can support students’ development of conceptual understanding. Provide a 2-3 sentence argument to support this claim. If you disagree with this claim, argue why it is incorrect. Draw upon evidence from Lischka & Stevens (2015) and NRC (2001). Then, identify at least one benefit and one challenge or worry of using such a tool across grade levels. Provide an example of each to illustrate your understanding. Respond to two peers who answered at least one question differently than you. For example, if you answered Questions 1&3, you could respond to someone who answered 1&2, 1&4, 2&3, 2&4, or 3&4 ). Remember to post a thoughtful response. Guidelines Here are some suggested guidelines for constructive and generative responses to peers. Thoughtful responses include:  Answering a question posed by a peer. This might require you to look for additional information. Responding to a peer’s post in a way that deepens the conversation and shows that you have been thinking about the idea(s) involved (perhaps in a different way). Responding to a peer’s post in a way that allows you to make connections between your response and theirs. Responses that are not sufficiently thoughtful or in-depth include responses such as "yes or no," "I agree or disagree," "I didn't know that," "I don't know," "that is cool," "I like your idea," etc. It is ok to say you do not know something. Use the resources at your disposal, such as the library, the web, and our class readings, to make a good-faith effort to find useful information that speaks to the question or statement.