The fifth-grade curriculum presents many opportunities to use students' prior mathematical knowledge as a way to bridge new and more difficult mathematical ideas. In this article, the authors document an area tiling task given to fifth-grade students to connect aspects of area measurement covered in earlier grades to grade-level standards such as: (1) investigating number patterns; (2) converting between different-sized units of measure; and (3) understanding fraction operations through an area model. The area model is interwoven through many of the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) and can act as a common thread for discussing and relating mathematical ideas that are more complex. The LEGO® task stemmed from research surrounding preservice elementary school teachers' (PSTs') conceptions of area tiling tasks. This task can be used with elementary school students to elicit different strategies through an area investigation and to foster connections between representations and numerical strategies. The task provides opportunities for mathematical discourse to occur among multiple viewpoints. Physical tools can be powerful in helping students create mathematics and understand more deeply the strategies they employ. The LEGO® bricks elicited and extended students' thinking about number and operations in relation to area measurement. The task gave students an opportunity to use known mathematics to connect to grade-level standards and beyond as well as to visualize the mathematics in their strategies through physical representations.