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Maths Area Year 6/7 Term 3

Year 6 Achievement Standard: They solve problems involving length and area.

Content descriptor: Solve problems involving the comparison of lengths and

areas using appropriate units (ACMMG137)

Year 7 Achievement Standard: Students use formulas for the area and perimeter of
rectangles and calculate volumes of rectangular prisms.

Content descriptor: Establish the formulas for areas of rectangles, triangles

and parallelograms and use these in problem solving

Elaborations: Building on the understanding of the area of rectangles to

develop formulas for the area of triangles.

Establishing that the area of a triangle is half the area of an

appropriate rectangle.

Using area formulas for rectangles and triangles to solve

problems involving areas of surfaces.

TOP 5:

1. I can I can explain what area and perimeter are.

2. I can record area and perimeter with the appropriate
units of measurement.
3. I can calculate the area and perimeter of a rectangle
and a square using a formula.

4. I can calculate the area and perimeter of irregular

shapes using various formulae.
5. I can I can calculate the perimeter and area of
parallelograms and triangles using a formula.

6. OVER THE TOP: I can calculate the

circumference and area of a circle, using Pi (π).

Vocabulary: area, polygon, length, height, width, perimeter, square

millimeters/centimeters/meters, boundary, parallelogram, parallel,
irregular shapes, regular shapes, combination shapes, total, 2-
dimensional, 3-dimensional, radius, diameter, circumference.
Maths Area Year 6/7 Term 3

Engage: Assess previous knowledge and engage the learner in the new concept
through the use of short activities that promote curiosity and explicit prior

Explore: Expose students to a variety of experiences, which provide a common basis

for all students in developing concepts and skills.

Explain: Students need to be provided with an opportunity to explain their

understanding from the explore phase.

Elaborate: Challenge students to extend their understandings and skills through

practice, which aids in deeper understanding.

Evaluate: Students assess their understanding and abilities and provide opportunity
for teacher assessment.
Maths Area Year 6/7 Term 3


Week Date Day Lesson 1 Lesson 2
1 7 3 September Thursday Problematised situation &
introduction to perimeter and area.
2 7 4 September Friday Solidifying definitions and
understanding of concepts.
3 8 7 September Monday Rectangles
4&5 8 8 September Tuesday Squares, irregular shapes Parallelograms
6 9 14 September Monday Review of parallelograms
7&8 9 15 September Tuesday Triangles & circle (Pi) Assessment 1
9 9 17 September Thursday Review of Assessment 1 and
preparation for Assessment 2
10 9 18 September Friday Assessment 2
Maths Area Year 6/7 Term 3

Lesson 1: Thursday, 3 September 2015 – Problematised Situation

Mandy really wants a dog for her birthday. In order for her to get a dog, Mandy
has to prove to her parents that she is going to look after her dog responsibly.

One of her tasks is to create a dog pen in the garden where her new dog will
stay when there is no one at home.

To do this, she needs to fence off a 4-sided polygon space and lay grass down within it.

Mandy is thinking that she will fence off a space in the garden that is 7m long and 5m wide, in
order for her dog to have plenty of room to run around and play.

She needs our help to figure out what the perimeter of the fence will be and the area of grass
she will need to fill the space. How many meters of fence she needs to fence the space as
well as how much grass she will need to fill the area.

Please explain your answer in detail so that Mandy understands how much material she
needs to complete her task.

REFLECTION: How long did it take you to solve this problem? Do you think there is an easier
way of working out this problem?

Questions – what is it that we need to learn in order to make this task easier? (i.e. perimeter,
area, polygon, etc.)

Lesson 2: Friday, 4 September 2015 – Solidifying definitions and understanding of concepts:

Perimeter: The measurement of the distance around the boundary of the


Boundary (distance): A line or border around the outside of a shape. It defines the
space or area.

Area: The amount of surface inside a 2-dimensional shape.

2-demensional shape: A shape that only has two dimensions (such as width and height)
and no thickness. For example: squares, circles, triangles, etc.
This is different to 3D shapes because a 3D object has height,
width, and depth (capacity/volume) – e.g. sand in a sandpit or
water in a pool.

Polygon: It is a 2D shape with straight sides.

mm2/cm2/m2: We use this form of measurement when we are talking about the
area enclosed by a square of side length of 1mm/cm/m, etc.
Maths Area Year 6/7 Term 3

Lesson 3: Monday, 7 September 2015 – Rectangles

Recap all definitions and calculate perimeter and area as a class using formula:




p = perimeter
a = area
l = length
w = width

1. Perimeter and area of a rectangle that is 9m by 6m = 30m and 54m2

2. Perimeter and area of a rectangle that is 3cm by 8cm = 22cm and 24cm 2
3. Perimeter and area of a square that is 5mm by 5mm = 20mm and 25mm 2.

Split class into two groups, ‘got it’ and ‘fine-tuning’:

Got it Fine-tuning
Complete area and perimeter problematised Bring together on carpet with whiteboards.
Reinforce what perimeter and area is and
how they differ. Also emphasise what is
width, what is length and the formulae.

Perimeter – reinforce using string.

Area – reinforce using arrays.


 Situation 1: wall around garden and

grass to fill it.
 Situation 2: gate around an outside
area and tiles to fill it.

Extension: Morgan would like an area of 120m2 for her vegetable patch. What will her veggie
patch dimensions be, how much wood would she need for a wall if her gate measures 2
meters and how much soil would she need to fill this space?
Maths Area Year 6/7 Term 3

Reflection: Write a reflection about how you felt at the start of the unit in comparison to how
you feel at the end of this lesson.

Homework: practicing calculation of area and perimeter of regular and irregular shapes.

Lesson 4 & 5: Tuesday, 8 September 2015 – Squares, irregular shapes & parallelograms

Pose the question of what perimeter the surface of a maths book has – write estimates on
the board. Physically measure face of a book using volunteers and measure on ruler. Explore
this value and what it means.

Closed mental questions (answers on individual whiteboards) – include questions on squares

and writing a formula for squares:



p= perimeter
a = area
s = side

Explore and explain how we calculate the area and perimeter of irregular shapes.

Investigate area and perimeter of several irregular shapes together – have students practice
in pairs on iPads.

Introduce parallelograms by drawing the shape on the board and asking students what their
strategy would be – then demonstrate on board. NB – show that parallelogram is similar to
rectangle (by use of creating a triangle and moving it to the other side of the shape).

Parallelogram: a four sided figure (quadrilateral) in which the opposite sides are
parallel. The opposite sides are also equal in length. (Arrows
indicate that sides are parallel).

Parallel lines: Lines are parallel if they are always the same distance apart
(called "equidistant"), and will never meet. (They also point in the
same direction). Just remember: Always the same distance apart
and never touching.

Formulae for parallelograms:

Maths Area Year 6/7 Term 3


p = perimeter
a = area
b = base
h = height
l = length
w = width

Give practice examples to do together. Use iPads for additional support and practice.

Homework: practicing perimeter and area of irregular shapes and parallelograms.

Lesson 6: Monday, 14 September 2015– Review of parallelograms, introduction of triangles

Investigation: hand out printed parallelograms to students and ask them to prove whether or
not the area of a parallelogram is the same as the area of a rectangle.

With an A4 size printed parallelogram, demonstrate cutting the triangle off the end of a
parallelogram and placing it on the other side of the parallelogram to show how it can be
understood as a rectangle (therefore calculating b x h, is appropriate). Emphasise that
nothing has been done to the area/perimeter of the shape when cutting the end of
parallelogram triangle off to make a rectangle. Together, label ‘base’ and ‘height’. Also
emphasise that this can be done due to parallel lines.

Ask students if there is a rule that we could use to describe a way of working out the area of
a parallelogram.



b = base
h = height

Use iPads in pairs to practice calculating area of a parallelogram.

Hand out pipe cleaners and straws to demonstrate that a parallelogram’s perimeter can be
calculated in the same manner as a rectangle.



p = perimeter
a = area
Maths Area Year 6/7 Term 3

Introduce triangles by taking another A4 size parallelogram and demonstrating cutting it in

half. Ask students to work out what they think the formula becomes?

Through applying the formula for parallelograms, we can calculate the perimeter and area of
a triangle:

a = (b x h) ÷ 2

Have students perform this demonstration, label ‘base’, ‘side’ and ‘side’ and paste into
workbooks for later reference.

Use iPads in pairs to practice calculating area and perimeter of a triangle.

On whiteboards, give students problems to work out and show me in order to assess who
has worked grasped the concept.

Homework: parallelograms & triangles

Lesson 7 & 8: Tuesday, 15 September 2015 – Triangles & circle (Pi), Assessment 1

Revise all shapes starting with parallelograms, moving through to triangles, then irregular
shapes and finally rectangles by questioning and giving examples on the board. Get students
to work out the problems in pairs.

Allow for questions in preparation for the first assessment.

Explain just as we have applied formulae for other shapes, we apply a special formula to
calculate the circumference and area of a circle. Emphasise that this type of work is for high
school students, so if they do not want to apply the formula, they will not be marked down.

Introduce Pi very briefly by stating that the number never ends:

Circumference = Pi x diameter

Area = Pi x radius2

Remind students what squared means and go through a few examples on the board.
Maths Area Year 6/7 Term 3


Angaston Primary School is getting a new playground in June 2016. We have been given the
plan of this playground as shown below.

We need to calculate how many squared meters of bark chips will be needed to cover the
exposed surface. Also, we need to calculate the perimeter and area of the whole playground
as well as for each piece of equipment. Show all your formulae and working out.

Extension: If we were to add a castle with a total area of 36m2 into the centre of the
playground, would it fit and what could its dimensions be?

6m Key:

Not exposed
2m 4m 3m


4m 4m

5m 4m


Lesson 9: Thursday, 17 September 2015 – Review of Assessment 1 and preparation for

Assessment 2

Review marked assessments and give feedback as to where students did really well / fell

Explain assessment 2, emphasizing that the more challenging their shape/problem, the better
their mark will be:
Maths Area Year 6/7 Term 3


Show me a 2 minute video that demonstrates your understanding of area and perimeter
using appropriate terminology and units of measurement.

Choose one of the following processes to explain on video:

 Calculate the perimeter and area of a rectangle.

 Calculate the perimeter and area of an irregular shape.
 Calculate the perimeter and area of a parallelogram.
 Calculate the perimeter and area of a triangle.
 Calculate the circumference and area of a circle.

Ensure students pair up and begin preparing for video recording by planning what shape,
problem and method they will use.

Lesson 10: Friday, 18 September 2015 – Filming Assessment 2 & upload onto Seesaw

NB: Book iPads for full lesson

Remind students what I am looking for in their videos:

1. Formulae
2. Language
3. Definitions
4. Explanation of what they know
5. Accuracy