Area

Learning Experiences

Area

OUTCOME

A student:

MA3-10MG:

selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles

TEACHING POINTS | Students should have a clear understanding of the distinction between perimeter and area. |

It is important in Stage 3 that students establish a real reference for the square kilometre and the hectare, eg locating an area of one square kilometre or an area of one hectare on a local map. | |

When students are able to measure efficiently and effectively using formal units, they should be encouraged to apply their knowledge and skills in a variety of contexts. | |

Students could be encouraged to find more efficient ways of counting when determining area, such as finding how many squares in one row and multiplying this by the number of rows. They should then begin to generalise their methods to calculate the areas of rectangles (including squares) and triangles. | |

When generalising their methods to calculate areas, students in Stage 3 should use words. Algebraic formulas for areas are not introduced until Stage 4. |

LANGUAGE | Students should be able to communicate using the following language: area, square centimetre, square metre, dimensions, length, width, base (of triangle), perpendicular height. |

Solve problems involving the comparison of areas using appropriate units (ACMMG137) | investigate the area of a triangle by comparing the area of a given triangle to the area of the rectangle of the same length and perpendicular height, eg use a copy of the given triangle with the given triangle to form a rectangle |

– explain the relationship between the area of a triangle and the area of the rectangle of the same length and perpendicular height {Communicating, Reasoning, Critical and creative thinking} | |

establish the relationship between the base length, perpendicular height and area of a triangle {Critical and creative thinking} | |

record, using words, the method for finding the area of any triangle, e.g. ‘Area of triangle = 1/2 × base × perpendicular height’ {Literacy} | |

investigate and compare the areas of rectangles that have the same perimeter, e.g. compare the areas of all possible rectangles with whole-number dimensions and a perimeter of 20 centimetres {Critical and creative thinking} | |

– determine the number of different rectangles that can be formed using whole-number dimensions for a given perimeter {Problem Solving, Reasoning, Critical and creative thinking} | |

solve a variety of problems involving the areas of rectangles (including squares) and triangles {Critical and creative thinking} |

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