Abstract
The article analyzes the experiential-based process of STEM. Accordingly, some learning situations and activities are introduced so that students could find the minimum area for the constant perimeter rectangles. Upon exploration activities, Scratch software, and the hypothetical garden in the schoolyard, students are deemed to develop their competencies in Mathematics, information, technology, and critical thinking. At the same time, the article also suggests strategies to motivate students to compare the optimality and limitations of square, rectangular and circle categories embracing many practical applications and uses. In this way, students are likely to develop a comprehensive competence.
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