In this article, authors Jordan T. Hede and Jonathan D. Bostic present a classroom activity that challenges upper elementary students' understanding of area beyond a memorized formula and explores the meaning behind students using A = l × w to solve rectangular area problems. This activity will deepen students' understanding of the area of a rectangle, especially those who have already used the formula. This variation of Simon's (1995) rectangle exploration encourages students to investigate area in a conceptual manner that goes beyond tiling and formulas.