Y8
SUPPORT
AUTUMN TERM
UNIT: Geometry and Measures 2 – Measures and Mensuration
TIME ALLOCATION:
PRIOR KNOWLEDGE
 Identify different nets for an
open cube.
 Understand that area is
measured in cm2
 Read and write standard
metric units
Hours
KEY WORDS
STARTER
tonne, hectare, mm3, cm3,
m3, ounce (oz), pound (lb),
foot(ft), mile, pint, gallon,
area, volume, trapezium,
parallelogram, compound,
cuboid.
 name 2D and 3D shapes and
describe them using
mathematical words
Visualise, describe and sketch
2-D shapes.
Use metric units to estimate
items in classroom
Perimeter Starters
Area and Perimeter
Starter.ppt
 Calculate area by counting
squares.
LEARNING OBJECTIVES
LEVEL 4
 Use units of measurement to estimate,
LEARNING OUTCOMES
To be able to estimate length, area,
volume, mass, capacity and time choosing appropriate units.
To be able to check estimates by
accurate measurement, ± 1 unit.
e.g. length of board, mass of textbook,
area of window, capacity of bottle,

Calculate and solve problems in everyday
contexts involving length, area, volume, capacity,
mass, time and angle.
To be able to convert between
commonly used metric units (linking
common prefixes – milli-, centi-, kilo-).
Eg: Change 36 cm to mm?
Eg: Change 750 g to kg ?

Know and use the formula for the area of a
rectangle
Find the area of rectangles with
dimensions
a) length 3cm, width 5cm
b) length 46 mm width 8 cm

Deduce and use formulae for the area of a
triangle,
LEVEL 5
 Deduce and use formulae for the area of a
parallelogram and trapezium;

Calculate areas of compound shapes made from
rectangles and triangles.

Know & use the formula for the volume of a
cuboid;

Calculate volumes & surface areas of cuboids
and shapes made from cuboids.

Investigate in a range of contexts: measures.
To be able to deduce and use formula
for area of a triangle from a rectangle.
To be able to deduce and use formula
for area of a parallelogram from a
rectangle.
Suppose the cuboid is l units long, w
units wide and h units high. Then:
area of base = lw square units
volume = area of base × number of
layers = lwh cubic units
Find the volume and surface area of
cubes and cuboids by taking suitable
measurements.
Unfold packets in the shape of cuboids
and other 3-D shape to form a net.
Relate the surface area to the shape of
the net.
Estimate the surface area of everyday
objects. For example Estimate the
surface area of a house brick, a large
cereal packet, a matchbox…
Check estimates by measurement and
calculation.
ACTIVITIES
Cut-and-stick practical – show that
area is equivalent to half rectangle
area with same B and H.
Cut-and-stick practical - show that
area is equivalent to
rectangle
area with same Base & Height.
Pin boards to investigate areas of
triangles.
ICT
RESOURCES
www.mymaths.co.uk
Cubes (multilink/wooden)
Area and perimeter section
Cuboid boxes
Volume section
 Capacity (Puzzle)
 Parts of Circles Waldomaths
 Vanishing Square.ppt
 Area Dominoes.doc
 Compound
AreaLoop.doc
 Volume of 24.ppt
 Measure
Millionaire.ppt
 Measure Order
Cards.doc
 Measure Conversion
Bubbles.doc
 All in a Jumble
(NRich)
 On the Edge (NRich)
 Fence It (NRich)
 Hidden Dimensions
(NRich)
 Warmsnug Double
Glazing (NRich)
 Cuboids
 (NRich)
 Isosceles Triangles
(NRich)
 Pick's Theorem
(NRich)
 Painted Cube (NRich)
 Cuboid Challenge
(NRich)
 Sending a Parcel
(NRich)
 Area of rectangle and
triangle
 Area of compound
shapes
 Volume and surface
area
FUNCTIONAL SKILLS and MPA OPPORTUNITIES
Investigate S.A. of all cuboids with volume 48cm³.
Form a compound shape by pushing together two rectangles. Compare the areas and
perimeters of the rectangles with those of the compound shape. What has changed and why?
What happens if you join the rectangles in a different way? Why?
Rich Learning task – Dotty polygons (links to unit Algebra 1, Sequences), Dotty polygons
teacher’s notes
PLENARIES AND KEY QUESTIONS
Show me something that has an area of approximately 100 cm². What did you use to help
you?
If the area of a rectangle is 32 cm², what are the lengths of the sides? Are there other
possible answers? How did you work that out?
Tim says a square with sides of 8 cm has an area of 32 cm². Do you agree with him? Why?
Why is it a good idea to split this shape into rectangles to find the area?
How do you go about calculating the dimensions of the rectangles in the compound shape?
Can you make up a practical problem that requires use of square metres? Estimate the
answer to your problem.
Explain how you convert metres to centimetres. How do you change grams into kilograms,
millilitres into litres, kilometres into metres, etc.?