Year 8 Whole Project
Area and Volume Unit
VELS Progresion Points:
Measurement, Chance and Data
4.25 *development and use of formulas for the area and perimeter of triangles and parallelograms
4.25
*appropriate use of zero to indicate accuracy of measurement; for example, a piece of timber 2.100m long
is accurate to the nearest mm
4.25
*recognition of the mean value of a set of measurements as the best estimate, and that the range could
represent the associated error
4.5
*use of appropriate units and measurement of length, perimeter, area, surface area, mass, volume,
capacity, angle, time and temperature, in context
4.5
*calculation of total surface area of prisms, including cylinders, by considering their nets
4.5
*understanding of the distinction between error and percentage error
5.0
*students measure length, perimeter, area, surface area, mass, volume, capacity, angle, time and
temperature using suitable units for these measurements in context.
5.0
*they interpret and use measurement formulas for the area and perimeter of circles, triangles and
parallelograms and simple composite shapes.
5.0
* They calculate the surface area and volume of prisms and cylinders.
5.0
*Students estimate the accuracy of measurements and give suitable lower and upper bounds for
measurement values.
5.0
*They calculate absolute percentage error of estimated values.
Working Mathematically
5.0
*students formulate conjectures and follow simple mathematical deductions (for example, if the side length
of a cube is doubled, then the surface area increases by a factor of four, and the volume increases by a factor
of eight).
Number
5.0
*They use approximations to π in related measurement calculations (for example, π × 52 = 25π = 78.5
correct to two decimal places).
WEBSITE REFERENCES:
Maths 300
www.curriculum.edu.au/maths 300
Concepts
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Key Skills
Activities
Units of Measurement –
Length and Area
Calculation of Perimeter
Calculation of Area
*Understanding of units of
measurement used for length Vs
units of measurement used for area
*Examination of the key terms –
Perimeter and Area. What is the
difference
* Calculation of the area of shapes to
gain a sense of area – as covering
Worksheet #1
Area of an Enclosure
Area and Perimeter of
Composite Shapes
*To gain an understanding that
different shapes can have the same
area but different perimeters
*To gain an understanding that some
shapes are combinations of other
smaller shapes which can help us to
calculate Perimeter and Area
Worksheet #2
Area of Parallelograms
Area of Triangles
*To investigate how to find the area
of a parallelogram
*To revise finding the area of a
triangle
*To reach the understanding as to
why the formula is not length times
width
Additional Applications in
Area
Area given a diagram to
scale
Revision of
Units.docx
Area of an Enclosure
and mixed Shapes.docx
Worksheet #3
Worksheet #3 - Area
of Triangle and Parallelograms.pdf
*To explore ways to calculate areas
of shapes that may require two
separate calculations
Worksheet #4
*Explore finding area when given a
Scale diagram of a country.
*Revise the use of scale
Outline of Lesson
Additional Area
Problems.docx
Area of Australia
Lesson Outlline.docx
Map of Australia
Map of
Australia.docx
Maths 300 - Lesson #122
How many people can stand?
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Circumference and Area of
Circle
*To develop an understanding of π
as a common ratio in finding the
circumference of a circle
-To explore how to find the area of a
circle
*Maths 300 – Lesson #45
Circumference of a Circle
*Maths 300 – Lesson #43
Area of a Circle
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Area and Perimeter of
Composite shapes involving
whole circles and part
circles.
*Finding Perimeter and Area of
composite shapes including circles
*Conversion of Units
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Exploration of 3D shapes
Key aspects of 3D shapes –
width, length and height
Volume
*To revise the drawing of rectangular
prisms
*To explore the relationship
between the lengths of the sides of
rectangular prisms and their volume
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Developing the area of the
end x the length rule
*Using diagrams to calculate volume
Activity:
*Get the students to design a garden
bed which includes rectangle, circles
and triangles. Get them to calculate
the perimeter and area of the garden
bed
*Give the students a length of edging
to design a garden bed. It must
include rectangles, circles and
triangles. Get them to calculate the
area of the garden bed.
Worksheet #5
Development of
Volume Formula.docx
Maths 300 – Lesson #166
Newspaper cubes and Volume of a
room.
Worksheet #6
Development of
Volume Formula.docx
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To investigate Volume with
changing dimensions
*To connect 2 –D and 3-D
representations
*For the student to focus on the
dimensions of a shape
*Describing different boxes
*Use a real life situations of building
open boxes to explore the changing
volumes.
*Integrate the use of Computer
software to explore the problem
further.
Worksheet #7
Connection of 2D
and 3D Representations.docx
*Maths 300 – Lesson #81
Biggest Volume
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To investigate the Volume
of cylinder
*Revise the drawing of a cylinder
Worksheet #8
*Introduce the idea of calculating the
volume of cylinders
Volume of a
*To use the
Cylinder.docx
‘Volume = area of the end x length’
relationship to calculate the
volume of a cylinder
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To investigate a ‘realistic’
problem involving volume
and capacity
*Revise the drawing of rectangular
prisms
*To pose an extended investigation
Volume of Composite
Shapes
*Investigate the volume and
dimensions of composite shapes.
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Worksheet #9
Realistic Problems
involving Volume and Capacity.docx
Worksheet #10
Volume of Composite
Shapes.docx
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Dimensions of 3D Shapes
Calculating Surface Area
*To investigate a ‘realistic’ problem
drawing students’ attention to
representations and dimensions.
*To introduce surface area
*To explore the use of nets to assist
In finding Surface Area
*For students to focus on the
dimensions of a shape
Worksheet #11
Investigation of
Realistic Problems with the focus on Dimensions.docx
Worksheet #12
Matching_Nets
Activity.docx
Worksheet #13
Calculating Surface
Area.docx
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Revision of key concepts
covered so far
*Area of basic shapes
*Area of composite shapes
*Surface Area
*Volume
Task Centre – Area Problems
Take the following tasks and
individually place them around the
room with the necessary resources.
Students then move around the tasks
in groups to complete each task.
Tasks
Task Centre - Area
problems.docx
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Assessment Task
Useful Websites:
http://nlvm.usu.edu/en/nav/frames_asid_275_g_3_t_4.html
http://www.fi.uu.nl/toepassingen/00247/toepassing_wisweb.en.html
http://www.cimt.plymouth.ac.uk/projects/mepres/book7/bk7i9/bk7_9il.htm
http://www.cimt.plymouth.ac.uk/projects/mepres/book7/bk7i9/bk7_9i3.htm
http://www.cimt.plymouth.ac.uk/projects/mepres/book7/bk7i9/bk7_9i5.htm
http://www.cimt.plymouth.ac.uk/projects/mepres/book7/bk7i9/bk7_9i4.htm
http://www.interactivestuff.org/sums4fun/3dboxes.html
http://illuminations.nctm.org/tools/CutTool/CutTool.asp
http://www.shodor.org/interactivate/activities/ShapeExplorer/