F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This planning resource for Year 6 is for the topic of Area and perimeter. Students refine their understanding of area and perimeter and establish the formula for the area of a rectangle and use it to solve practical problems.
This planning resource for Year 4 is for the topic of Area and perimeter. Students estimate and measure perimeter and area using informal and formal units.
This planning resource for Year 5 is for the topic of Area and perimeter. Students estimate and measure perimeter in metric units for length and area of quadrilaterals using grid squares and square centimetres. They solve practical problems involving the perimeter and area of regular and irregular shapes.
This planning resource for Year 7 is for the topic of Area and perimeter. Students should be familiar with the concept of area and how to find the area of a rectangle. They will extend this knowledge to find the formulas for the areas of other shapes, such as a parallelogram and triangles.
Students review and calculate perimeters and areas of rectangles.
Use this diagnostic task to assess what students know about area and using the area formula.
Use this diagnostic task to assess if students use an array structure when working out how many tiles fit in a rectangle.
Use this diagnostic task to assess understanding of area and measuring the area of an irregular shape.
This planning resource for Year 8 is for the topic of Circles and cylinders. Students recall and revise circumference, radius and diameter from Year 7. They understand the relationships between these measures and can use relevant formulae to solve problems.
This planning resource for Year 8 is for the topic of Area and perimeter. Students build on their knowledge of the area and perimeter of rectangles, parallelograms and triangles to rhombi, kites and trapezia. They identify and use the formulae for these to solve problems.
Use this video to connect area and perimeter to real world applications to set the context for why we are learning about area and perimeter.
The focus of this activity is for students to recognise the relationship between the dimensions of a square or rectangle and the perimeter and area of these shapes. Students will need to use a systematic approach to show that they have found all the possible solutions.
In this lesson, students use algebra tiles to solve one-variable linear equations involving multiplication and division, applying these skills in real-world contexts to enhance their understanding.
This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Year 6 Mathematics. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation ...
This unit of work provides a rich, contextual activity through which students can explore the applications of measurement (length, area and capacity), to a real problem in an everyday context for Students in Years 5 & 6.
This investigative project gives students the experience of being a professional ‘event planner’, by organising a special event such as a wedding reception, farewell or special birthday party. Students are asked to prepare a comprehensive plan that outlines a floor and seating plan, a fully costed menu, a monetary quote ...
Use this diagnostic task to assess understanding of area and comparing the area of two shapes using a relevant approach.
This activity allows students to learn about measuring by measuring attributes of irregular shapes. The use of informal units is an important step in order to develop understandings of what it looks like when measuring the attributes of length, perimeter and area.
This is a 16-page guide for teachers. It provides an introduction to the initial ideas of measurement, and introduces the measurement of length, area, volume and time.
This is an interactive resource about calculating the area of a shape presented on a grid. Students are presented with a random figure and are required to calculate its area, in square units. Immediate feedback is provided and the student can make repeated attempts if a question is not answered correctly. The additional ...