0 visualizações

- Sat Math Easy Practice Quiz 2
- lesson 1 composite figures
- Assignment (Aod)
- Math Problems 1
- Area and Volume of ALL Polygons
- 2010 UPSR Practice Mathematcs Paper 2 - Shape & Space
- BUSINESS MATHS 25 SEPT
- MathsPPSMIF4P1
- RPT dan PLAN-J Math Yr 6 2011
- Triangle
- Previous GAT
- Open Channel Flow
- geometry 10th scope and sequence 08-09
- 27631687-Math-MF1-Chapter-2-Numbers-Patterns-and-Sequences.pdf
- 9bengkel Akhir Mat Tam t5 Progression_1
- Form 1 Mathematics Yearly Plan 2010
- 1482322040SSC TIER - II (PART-I)
- Carpentry Math Assessment Review
- Quant Notes
- Geometry_Formulas_2D_3D_Perimeter_Area_Volume.pdf

Você está na página 1de 11

Learning Objectives

Calculate volume (cylinder, triangular prism), area (triangles and composite shapes) and perimeter

(circumference)

Interpret results of measurements involving time, length, weight, volume and temperature

Recognise the inter-relationship between units in the different families

Use vocabulary associated with measurement to make comparisons for length, weight, volume and

temperature

Previous learning

Algebra

Evaluates expressions involving two variables using both positive and negative numbers.

Solves linear equations, for example, ax ± b = c where a, b and c are integers.

Creates a simple linear formula representing information contained in a diagram, problem or statement.

Evaluates a simple formula, for example, C = 0.05m + 75.

Chooses appropriate units for length, area and volume when solving practical problems.

Converts between standard units to three decimal places and applies this when solving calculations of length,

capacity, volume and area.

Calculates the area of a 2D shape where the units are inconsistent.

Finds the area of compound 2D shapes constructed from squares, rectangles and triangles.

Finds the volume of compound 3D objects constructed from cubes and cuboids.

Algebra

Determines a general formula for the nth term to describe a sequence and uses it to solve related problems,

linear examples only.

Solves problems by expressing the given information appropriately as an equation, in-equation or formula.

Demonstrates understanding of the impact of truncation and premature rounding.

Calculates the area of kites, parallelograms and trapeziums.

Uses formulae and calculates the surface area of cylinders, cuboids and triangular prisms.

Calculates the volume of triangular prisms and cylinders using formulae.

Uses the formula or to calculate the circumference of a circle. C= πD or C = 2πr

Uses the formula to calculate the area of a circle. A =πr2

Calculates diameter and radius of a circle when given the area or circumference.

National 4

Algebra

Extending a straightforward number or diagrammatic pattern and determining its formula

Calculate rate: e.g. miles per hour or number of texts per month

Solving linear equations

Calculating the area of a parallelogram, kite, trapezium

Investigating the surface of a prism

Calculating the volume of a prism

Calculate volume (cube and cuboid), area (rectangle and square) and perimeter (shapes with straight lines)

use appropriate checking methods, eg check sums and estimation

Interpret results of measurements involving time, length, weight, volume and temperature

Recognise the inter-relationship between units in the same family, e.g. mm↔cm, cm↔m, g↔kg, and

ml↔l

Use vocabulary associated with measurement to make comparisons for length, weight, volume and

temperature

General Guidance

The application of these skills is fundamentally underpinned by a concrete understanding of algebra. Learners need

to be secure in constructing equations and substituting values into expressions to evaluate unknowns. This will be

vitally important when learners are expected to work backwards to identify missing lengths of sides. Learners should

have developed these skills in Level 4/National 4 and should confidently be able to change the subject of the formula.

Learners will often omit units or use incorrect units. Particular care should be paid to the units that the learners use

and ensure that they are confident in converting between units of measure.

Learners will often forget formulae and don’t usually understand where the formulas have been derived, if we

improve the learners’ ability to understand where formulas are derived from, this should improve their ability to

recall and apply formulae.

Throughout this topic learners should be presented with questions both in calculator and non-calculator contexts.

The following questions could be used to diagnose where learners are with their learning or identify common

misconceptions.

Calculate the shaded area.

Learning Experiences - Concrete, Pictorial, Abstract Models

Learners should have the ability to evaluate the area of triangles, circles and quadrilaterals. They may encounter

challenge when evaluating the areas of compound shapes. Within these questions it is important to highlight that

there are different methods for dissecting the shapes. These should be explored so that learners will be equipped

with numerous strategies for evaluating compound areas. They should be aware that for some shapes it may be

easier to split it into compound shapes rather than trying to recall a formula i.e. trapeziums. The following questions

can be used to promote discussion and identify common misconceptions.

(a)

(b)

Solutions should be discussed and learners should be aware that they need to use the correct units as an omission of

units or incorrect ones could lead to losing marks. Furthermore, within real life contexts learners should be aware

that there are huge implications of using incorrect units i.e. construction.

Learners should be encouraged to apply their Pythagoras and/or trigonometry skills within these contexts also i.e.

Again, learners should have developed these skills at National 4/Level 4 and these kinds of questions should only be

used to promote discussion about what they recall and highlight that they are going to be interleaving their learning.

Throughout this topic learners should be encouraged to use their algebraic skills to work backwards to evaluate

missing lengths of sides when given the area/perimeter. This could be interleaved with other topics i.e. Pythagoras.

Furthermore, they should be aware to make sure that their units match and that they are using the correct units

within a question. This should be discussed in a real life context and the impact that using incorrect units can have.

Extension

Although it is not in the guidance for National 5 Numeracy, a good extension task would be to explore circles and

derive the formulae for evaluating arc length and areas of sectors through an investigative approach. Learners

should be asked to evaluate the area and/or circumference of the first shape. They should then progress through

the different shapes and apply their knowledge of fractions to help them evaluate the areas/circumferences. This

should lead them to being able to derive the general formulae for area of sector/arc length.

This will be extremely beneficial for the learners if they are going to progress onto National 5 maths at some point in

the future as they will understand how the formulae are derived which will help them to recall and apply the

formulae.

Once learners are confident within recalling and applying the formulae to evaluate areas of triangles, circles and

quadrilaterals, learners should start to explore the nets of prisms to help them understand how to evaluate surface

areas. This can be done through different computer packages or from hands on nets that they can fit into prisms in

the class.

After having explored the nets, learners can be challenged to draw nets of shapes from their 3-D prism, or to match

up nets to given prisms i.e.

net for the prism shown?

Once the learners have a firm understanding of the way that the 3-D prisms would unfold to become a net, they can

they apply their knowledge of areas to find the surface area of any prism.

Special care should be taken when evaluating the surface area of a cylinder and learners should be encouraged to

investigate the formula for the curved surface area. A good way to do this is to relate the cylinder to an everyday

object that they use i.e. a tin of soup. If you can provide them with the tin and the label and ask them to derive the

formula, this will help them to understand what the curved surface area is, and to derive and apply the formula to

unknown contexts.

Learners could also interleave their knowledge of algebra and evaluate areas of 2-D shapes with algebraic

expressions as lengths of sides i.e.

Volumes

Learners should have the ability to evaluate the volume of cubes, cuboids, prisms and cylinders from their previous

learning at National 4/Level 4. They should have been exposed to investigating how the formulas are derived and

applying this knowledge in unfamiliar contexts.

Learners should have discussed nets of shapes and should be familiar with the idea of the face of a shape. A good

way to reinforce this is to ask if you were to cut through the shape, which shape would you continue to get at the

front/on top of the prism. It is beneficial to use real life objects for this i.e. cakes, cans, boxes etc.

Throughout this topic, learners should be reminded to be very careful with their units and to round their final

answers to 2 decimal places unless informed to do otherwise. When asked to round to a given degree of accuracy,

learners must first show their unrounded answer to ensure that they get their rounding marks. This is a topic in

which it is beneficial and meaningful for learners to revise their rounding skills.

Learners should also be encouraged to apply their algebraic skills to evaluate missing lengths of sides if given the

volume i.e.

Learners should be encouraged to practise their non-calculator skills in this topic and should be aware of methods to

make the calculations more simplistic. A lot of learners will spend a lot of time trying to do complex decimal

calculations or long multiplication rather than look for methods which will ease their working i.e.

Learners should also be exposed to composite volumes i.e.

Throughout this topic learners should be encouraged to justify their answers and include a numeric justification for

this.

Extension

Although it is not in the National 5 Numeracy course, it would be a good extension task to encourage learners to

investigate the volumes of cones, pyramids and spheres in preparation for National 5 maths. Again within these

questions, the importance of correct units and rounding should be reinforced, as should the application of the

learners’ algebraic skills to work backwards and find missing lengths of sides.

Another extension task could be to investigate problems using surface area and volume and investigate the most

efficient use of materials. An excellent task for this can be accessed by this link https://nrich.maths.org/7535.

Key Vocabulary

Area

Volume

Perimeter

Units

Capacity

Metres

Millimetres

Centimetres

Convert

Substitution

Evaluate

Interleaving

Creating equations to model real life situations and evaluate unknown quantities

Applying algebraic skills to work backwards

Rounding

Fractions, decimals and percentages

Algebra

Real-life Contexts

Model real life contexts by creating and evaluating formulae i.e. cost of a taxi fare, cost of manual labour

Calculate the area/perimeter of sports grounds, packaging, rooms etc.

Calculate the area of a pitched roof to be tiled. Include lengths of ridging and guttering needed.

Calculate molecular mass from chemical formula and table of atomic masses.

Calculate nutritional content in a meal, from data for ingredients, and weights taken (eg energy, fat, salt).

Evaluate speed, distance, time calculations

Resources

Online Resources

https://corbettmaths.com/contents/ ->Videos, Practice Questions and Worksheets. (Areas, Perimeters and Volumes)

http://mathsbot.com/ (Interactive resources and worksheets) (All Using Formulae)

https://3.bp.blogspot.com/-Rx6HWZHDJpE/WEeZzEpNm4I/AAAAAAAAUHs/yjPOr0spFm8Ik-2-

eTBM2wHB1dxPMBNswCLcB/s1600/Picture1.png (Don Steward - Area)

https://3.bp.blogspot.com/-8-i6UwnrZcc/VwgP5k-97YI/AAAAAAAATBM/sA_y-

i7gQjw27HnfdsJ4uU8T0SXj621Jg/s1600/Picture1.png (Don Steward - Composite Areas) https://3.bp.blogspot.com/-

H2oU7d4bxFc/VyjwofELroI/AAAAAAAATOc/GAMOHnq9g0sRcJp-ZK7iPo4HciAKlTIcACLcB/s1600/Picture5.png (Don

Steward - Volumes and Surface Areas of Cuboids)

http://taylorda01.weebly.com/uploads/4/2/3/8/42387051/area_of_a_circle_01.pdf (area of a circle)

http://taylorda01.weebly.com/uploads/4/2/3/8/42387051/perimeter_01.pdf (perimeter)

http://taylorda01.weebly.com/uploads/4/2/3/8/42387051/perimeter_2_01.pdf (Perimeter)

http://www.kangaroomaths.com/free_resources/assessment/BAM/3M13_BAM.pdf (Kangaroo Maths - Perimeter)

http://www.kangaroomaths.com/free_resources/assessment/BAM/7M9_BAM.pdf (Kangaroo Maths - Surface Area)

https://nrich.maths.org/9737 (Nrich - area and volume tasks)

- Sat Math Easy Practice Quiz 2Enviado porMohamed Abdalla Mohamed Aly
- lesson 1 composite figuresEnviado porapi-283338157
- Assignment (Aod)Enviado porsheetal
- Math Problems 1Enviado porscribd-in-action
- Area and Volume of ALL PolygonsEnviado porMelvin Carter
- 2010 UPSR Practice Mathematcs Paper 2 - Shape & SpaceEnviado porPuworkUtara OnScribd
- BUSINESS MATHS 25 SEPTEnviado porapi-3824799
- MathsPPSMIF4P1Enviado porpanelmmmt
- RPT dan PLAN-J Math Yr 6 2011Enviado porapai2040
- TriangleEnviado porSunilKumar
- Previous GATEnviado porMuhammad Waqas
- Open Channel FlowEnviado pormurad_ce
- geometry 10th scope and sequence 08-09Enviado porapi-189090943
- 27631687-Math-MF1-Chapter-2-Numbers-Patterns-and-Sequences.pdfEnviado por2ways69
- 9bengkel Akhir Mat Tam t5 Progression_1Enviado porcgnash
- Form 1 Mathematics Yearly Plan 2010Enviado porTing Ing
- 1482322040SSC TIER - II (PART-I)Enviado porrinirajaaa
- Carpentry Math Assessment ReviewEnviado porctinker10
- Quant NotesEnviado porDeepak Gupta
- Geometry_Formulas_2D_3D_Perimeter_Area_Volume.pdfEnviado porJames James
- s2 09-10 half-yearly paper1solution.pdfEnviado porTO Chau
- Loc i ExercisesEnviado porVani Subramanian
- Latest Print Mid Term 2 2017Enviado porSithira Devi Sabaratnam
- 96831354 solid mensuration.pdfEnviado porRajnish Kumar
- 1988 BioEnviado porKong Mike
- Stockpile CalculationsEnviado porvarun persad
- 2-d Shapes Perimeter and AreaEnviado porMaria Jose Arnau Huerta
- Mmc 2018 Gr10 DivEnviado porMark-Honey Boquiron Delos Reyes
- What Was the Question 3Enviado porQendrim Zeka
- AECS-05-2017-18-Term1MathEnviado porspanja_barc

- QuadrilateralsEnviado porPrempal Singh
- FINANCE Formula SheetEnviado porGustav Sanchez
- mockEnviado porGustav Sanchez
- COMMON_NAMES_OF_FISH_IN_THE_PHILLIPPINES.docxEnviado porncco rccs
- Mother to Face Parricide Case for Drowning 4 KidsEnviado porGustav Sanchez
- OKEnviado porGustav Sanchez
- Central Tendency WorksheetEnviado porGustav Sanchez
- Cases for DemandEnviado porGustav Sanchez
- Grab Statement for Gustav SanchezEnviado porGustav Sanchez
- 2Enviado porGustav Sanchez
- GENMATH Presentation DocumentationEnviado porGustav Sanchez
- CHRISTIANLIVING_Project Title.docxEnviado porGustav Sanchez
- Untitled DocumentEnviado porGustav Sanchez
- Edited Trimester Output Perdev 2nd Term final.docEnviado porGustav Sanchez
- 11k Exer1&2 SanchezEnviado porGustav Sanchez
- Christianliving Project TitleEnviado porGustav Sanchez
- Workshop1 Part 1 2 SANCHEZ HenricoEnviado porGustav Sanchez
- Self DirectionEnviado porGustav Sanchez
- Maraming Sulat ShtEnviado porGustav Sanchez
- APEnviado porGustav Sanchez
- Fire Razes Paper FactoryEnviado porGustav Sanchez
- Sample Cover Page for CitationsEnviado porGustav Sanchez
- ...Enviado porGustav Sanchez
- African ChildEnviado porGustav Sanchez
- Special ProductsEnviado porGustav Sanchez
- Food Chains and Webs (v.2)Enviado porGustav Sanchez

- Exam Grade 8 4th QexamEnviado porJhonalyn Toren-Tizon Longos
- sapEnviado porseenumurar
- Dependency Model With Valence 1Enviado poralberto_iit
- Biology 1 Reaction PaperEnviado porKier Jesse Ballar
- 03humansrisk.pdfEnviado porsvdkar
- UserGuideEnviado porreeth_the_berserk
- ijese.2014.213aEnviado porLaiPeiyee
- B47-1_Edtn_2007Enviado porArun Cherian
- Giao an Tieng Anh 10 - Bo Nang Cao - Unit 9 -16 - GV Le Ngoc ThachEnviado porJessica Le
- PowerPoint Keyboard Shortcuts (1)Enviado porM Keerthana
- ASW Publishing IncEnviado portarick06
- 20081111_AFP_Usersgroup_TrueProof_Oce.pptEnviado porPuneet Arora
- SUIT Protocol Description v8.0.pdfEnviado porEzzudien Khames Hamed
- SimradPro 2014 Global BEnviado porwanderson1974
- 27SP6 Aaoffice Admin EnEnviado porchaitanya_krish222
- How to Connect Apache to JBossEnviado porankit boxer
- ecc2010_ch01Enviado porSaikumar Gourishetty
- Web Page Recommendation Using Domain Knowledge and Improved Frequent Sequential Pattern Mining AlgorithmEnviado porEditor IJRITCC
- Hibernate in PracticeEnviado porGopinath
- Kuthumi - 11:11 New Earth Portal ActivationEnviado porEmeraldRay
- week 5 grade 7 intro energy forms and changes 2Enviado pormkraemer
- Sensores de BOSCHEnviado porCoronel-Kilgore
- SB 822, Amended Pet Rev, MoroEnviado porStatesman Journal
- ACTIVE VIBRATION CONTROL FOR UNDERWATER SIGNATURE REDUCTION OF A NAVY SHIPEnviado porNicholas lee
- The Forging of Modern Broadway Sound Design Techniques Amid the FEnviado porDavid
- PP 148-152 Design and Analysis of Two Roller Sugar Mill Using FEA Techniques ChetanEnviado porEditorijset Ijset
- The Transactor V1 10 1979 Mar 31Enviado porCubemanPDX
- Kirkcaldy Et Al 2002 PID - TABP, LOC HealthEnviado porAndreea Mădălina
- Economics Catalog 2019 (Stanford University Press)Enviado porStanford University Press
- mk4.1movesEnviado porEzrul Helmi Razali