Progression maps: Measures
- 1 Progression maps: Measures
- 2 Step 1 Objective
- 3 Step 2 Objective
- 4 Step 3 Objective
- 5 Step 4 Objective
- 6 Step 5 Objective 1
- 7 Step 5 Objective 2
- 8 Step 6 Objective
- 9 Step 7 Objective 1
- 10 Step 7 Objective 2
- 11 Step 8 Objective
- 12 Step 9 Objective 1
- 13 Step 9 Objective 2
- 14 Step 10 Objective 1
- 15 Step 10 Objective 2
Step 3 Objective
Understand an area measured in square centimetres (cm²).
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!
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- Next:Step 4 Objective
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