Wallpaper
Level B.1: Develop an understanding of the concept of area through exploration, discussion, and use of appropriate vocabulary
This problem from the Nrich website challenges pupils to compare and order pieces of wallpaper. Having completed the Nrich activity,
the following questions could be used to extend pupils’ reasoning. Pupils must decide which piece of wallpaper covers the greatest area.
Pupils should be encouraged to share their answers and explain how they reached their solution.
Teacher Observation, Pupil Learning Log, Pupil Portfolio, Teacher Questioning, Work Samples
Mathematical Skills: Understanding and Recalling, Implementing, Applying and Problem-Solving, Communicating and Expressing,
Integrating and Connecting, Reasoning
http://nrich.maths.org/4964
Geoboard Investigation
Level C.1 Estimate, compare and measure the area of regular and irregular shapes using non-standard units of measurement
Pupils investigate the concept of area using geoboards and elastic bands. The unit of area on the geoboard is the smallest square that can be
made by connecting four nails.
Extension: Pupils create and compare shapes with the same area in square units on different size geoboards, leading to an understanding of
the need for a standard unit for measuring area. Pupils could also use interactive geoboards to investigate area in square units.
Teacher Observation, Pupil Learning Log, Pupil Portfolio, Teacher Questioning, Conferencing, Work Samples
Mathematical Skills: Understanding and Recalling, Implementing, Applying and Problem-Solving, Communicating and
Expressing, Integrating and Connecting, Reasoning
http://www.mathplayground.com/geoboard.html
Interactive
Geoboards
Discovering the formula for find the area of a rectangle
Level D.2: Discover that the area of a rectangle is length by breadth
The purpose of this activity is to encourage pupils to discover a formula for finding the area of a rectangle. Distribute copies of 1 cm square
paper to pairs of pupils. On each page, there should be three rectangles drawn in with an area of 24 square centimetres, as in the image
attached. The rectangles should be of the following dimensions: 12cm x 2cm, 8cm x 3cm, 6cm x 4cm
Allow pupils time to draw the rectangles and share their ideas which hopefully will include the relationship between the rows and the
columns. Pupils draw different rectangular shapes that have an area of 36 square centimetres. Some pupils may realise they don’t have to
draw all the shapes to identify which ones have an area of 36.
Questioning, Teacher Observation, Pupil Learning Log, Checklist, Pupil Portfolio, Work Samples.
Mathematical Skills: Understanding and Recalling, Implementing, Applying and Problem-Solving, Communicating and Expressing, Integrating
and Connecting, Reasoning
Surface Area of a Cuboid
Level D.5 Measure the surface area of specified 3-D shapes
The purpose of this activity is to develop pupils’ understanding of the surface area of a cuboid through practical exploration. Ask pupils to
collect a sample of cuboids from home, preferably cardboard which can be deconstructed to show their nets.
Take suggestions from the pupils how to measure the surface area of the cuboid.
Extension: Extend pupils thinking through questioning to find a more efficient strategy for finding the surface area of a cube. Pupils should
have the opportunity to practically discover the surface area of a cube.
Teacher Observation, Pupil Learning Log, Pupil Portfolio, Teacher Questioning, KWL Chart
Mathematical Skills: Understanding and Recalling, Implementing, Applying and Problem-Solving, Communicating and Expressing,
Integrating and Connecting, Reasoning