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Students learn how to find the perimeter and area of rectangles, triangles and other compound shapes. They later apply this knowledge to find the volume of cuboids and prisms. This topic takes place in Year 7 Term 3 and is prerequiste knowledge for Area of 2D and 3D shapes.

- measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
- calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm
^{2}) and square metres (m^{2}) and estimate the area of irregular shapes - estimate volume [for example, using 1 cm
^{3}blocks to build cuboids (including cubes)] and capacity [for example, using water] - recognise that shapes with the same areas can have different perimeters and vice versa
- recognise when it is possible to use formulae for area and volume of shapes

- The perimeter of a shape is the distance around the outside. It is measured in units such as centimetres, millimetres, inches, feet, and metres.
- The area of a shape is a measure of how much space there is on the surface. Area is measured in square units, written for example as cm
^{2}. - To find the area of a composite shape it is easier to split the shapes into distinct rectangles and find the sum of each area.
- The area of a triangle can be found as half the area of a rectangle.
- The volume of a shape is the space contained inside it. Volume is measured in cube units, written for example as cm
^{3}.

Develop fluency

- Use language and properties precisely to analyse 2-D and 3-D shapes

Reason mathematically

- Begin to reason deductively in geometry,

Solve problems

- Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

Shape

- Derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms
- Calculate and solve problems involving: perimeters of 2-D shapes and composite shapes.

June 5, 2019

Students should be able to represent the solutions to an inequality on a number line, using set notation or as a list of integer values. Here’s how I teach using the balance method for solving inequalities using a number line. Matching inequalities, Number sets and Number Lines At the start of the lesson students recap […]

May 1, 2019

In this blog I will share some practical tips for using mini-whiteboards in a mathematics lesson. I use mini-whiteboards nearly every lesson because they help the students show me the progress they are making. When I understand what the misconceptions are I am able to address them in subsequent examples as part of my feedback. […]

April 17, 2019

Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]