Area

Learning Experiences

Area

OUTCOME

A student:

MA2-10MG: measures, records, compares and estimates areas using square centimetres and square metres

TEACHING POINTS | In Stage 2, students should appreciate that formal units allow for easier and more accurate communication of measures. Measurement experiences should enable students to develop an understanding of the size of a unit, measure and estimate using the unit, and select the appropriate unit. |

An important understanding in Stage 2 is that an area of one square metre need not be a square. It could, for example, be a rectangle two metres long and half a metre wide. |

LANGUAGE | Students should be able to communicate using the following language: area, surface, measure, grid, row, column, square centimetre, square metre, estimate. |

The abbreviation m^2 is read as ‘square metre(s)’ and not ‘metre(s) squared’ or ‘metre(s) square’. Similarly, the abbreviation cm^2 is read as ‘square centimetre(s)’ and not ‘centimetre(s) squared’ or ‘centimetre(s) square’. |

Recognise and use formal units to measure and estimate the areas of rectangles | recognise the need for the square centimetre as a formal unit to measure area |

use a 10 cm × 10 cm tile (or grid) to find the areas of rectangles (including squares) that are less than, greater than or about the same as 100 square centimetres | |

measure the areas of rectangles (including squares) in square centimetres | |

– use efficient strategies for counting large numbers of square centimetres, eg using strips of 10 or squares of 100 (Problem Solving) | |

record area in square centimetres using words and the abbreviation for square centimetres (cm2), eg 55 square centimetres, 55 cm^2 | |

estimate the areas of rectangles (including squares) in square centimetres | |

– discuss strategies used to estimate area in square centimetres, eg visualising repeated units (Communicating, Problem Solving) | |

recognise the need for a formal unit larger than the square centimetre to measure area | |

construct a square metre and use it to measure the areas of large rectangles (including squares), eg the classroom floor or door | |

– explain where square metres are used for measuring in everyday situations, eg floor coverings (Communicating, Problem Solving, Critical and creative thinking) | |

– recognise areas that are ‘less than a square metre’, ‘about the same as a square metre’ and ‘greater than a square metre’ (Reasoning, Literacy) | |

recognise that an area of one square metre need not be a square, eg cut a 1 m by 1 m square in half and join the shorter ends of each part together to create an area of one square metre that is rectangular (two metres by half a metre) (Problem Solving, Reasoning, Critical and creative thinking) | |

record areas in square metres using words and the abbreviation for square metres (m^2), eg 6 square metres, 6 m^2 (Literacy) | |

estimate the areas of rectangles (including squares) in square metres | |

– discuss strategies used to estimate area in square metres, eg visualising repeated units (Communicating, Problem Solving) |

Learning Experiences

to be added

WE ARE CLOSED FOR THE HOLIDAYS – DECEMBER 21 – JANUARY 4 2021

NORMAL TIMES OF OPERATION

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(02) 5632 1218

office@living.school

ADDRESS

63-67 Conway Street,

Lismore, NSW 2480

Australia