Examples of what pupils should know and be able to do
Probing questions
Would you expect the area of a paperback book to be 100 cm², 600 cm² or 6000 cm²? Explain why.
How could you use an acetate grid marked in cm² to find an estimate of the area of any shape drawn on a piece of A4 paper? Why would it only be an estimate?
What if pupils find this a barrier?
Use an acetate grid marked in cm² to help 'count squares' and develop concept of area.
Work with irregular shapes as well as shapes that can be divided easily into rectangles.
The focus is on having a feeling for area, not calculating the area.
Deal with the misconception that area is length × width regardless of the shape!
Use 'Area' ITP - Zip file (556Kb) and guide - Acrobat pdf document (160Kb).
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