Stage 3A – Unit 32 Measurement Area Entry 2: Investigating...

Maths K–6Stage 3A

P/M 3A 43813 Centre for Learning Innovation

Stage 3A – Unit 32

Measurement

AreaEntry 2: Investigating Hectares

Stage 3A – Unit 32Stage 3A – Unit 32

This booklet includes:

• Teacher notes (to be detached before sending to the student and supervisor)

• Supervisor notes

• Student and supervisor guide

Number: 43813 Title: Using Maths Tracks Stage 3A Unit 32

All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith.

Published byCentre for Learning Innovation (CLI)51 Wentworth RdStrathfield NSW 2135________________________________________________________________________________________________Copyright of this material is reserved to the Crown in the right of the State of New South Wales. Reproduction ortransmittal in whole, or in part, other than in accordance with provisions of the Copyright Act, is prohibited withoutthe written authority of the Centre for Learning Innovation (CLI).

© State of New South Wales, Department of Education and Training 2006.

This publication is copyright New South Wales Department of Education and Training (DET), however it may containmaterial from other sources which is not owned by DET. We would like to acknowledge the following people andorganisations whose material has been used:

Extracts from Mathematics Syllabus Years K-6 © Board of Studies, NSW 2002 Teacher notes pp 5,6, Supervisor notespp 3, 4

Maths Tracks Teacher’s Resource Book, Harcourt Education, 1st ed., 2004, by Trish Leigh andJennifer Vincent.Maths Tracks Student Book, Harcourt Education, 1st ed., 2004, by Trish Leigh and JenniferVincent.The copyright in the Maths Tracks material is vested in the publisher, Reed International BooksAustralia Pty Ltd, trading as Harcourt Education Australia. Maths Tracks for NSW has beenpublished under the Rigby imprint and the series covers seven stages from Early Stage 1 toStage 3B. Each stage has a Teacher’s Resource Book, Student Book and Homework Book.For professional development and support, view online at www.rigby.com.au/pd/event.asp

Supervisor notesp 7, Student sheet1b, p 13

Photographs © Tom Brown, 2005 Student andSupervisor guide pp5, 8, 9

COMMONWEALTH OF AUSTRALIA

Copyright Regulations 1969

WARNING

This material has been reproduced and communicated to you on behalf of theNew South Wales Department of Education and Training

(Centre for Learning Innovation)pursuant to Part VB of the Copyright Act 1968 (the Act).

The material in this communication may be subject to copyright under the Act.Any further reproduction or communication of this material by you may be the

subject of copyright protection under the Act.

CLI Project Team acknowledgement:

Writer: Lynne SungEditors: Alan Barnes, Averil Griffith, Nicholas PerkinsIllustrators/Photographers Tom Brown, David StanleyDesktop Publishing: Esta Tserpes

Using Maths Tracks, Stage 3A, Unit 32 1 Teacher notes© NSW DET 2006


These Teacher notes support ‘Using Maths Tracks’. The teacher should detach them before sending the Supervisor notes and the Student and supervisor guide to the supervisor and student. They contain:

• Student outcomes• Prior knowledge• Language• What is needed• Preparation• Resources (including websites)• Returns• Checking up answers• Assessment record

Student outcomes

Outcomes from the Mathematics K–6 Syllabus, © Board of Studies NSW 2002

MeasurementMS3.2 Area Selects and uses the appropriate unit to calculate area, including the area of squares, rectangles and triangles

Working MathematicallyWMS3.1 Questioning Asks questions that could be explored using mathematics in relation to Stage 3 content

WMS3.2 Applying Strategies Selects and applies appropriate problem-solving strategies, including technological applications, in undertaking investigations WMS3.3 Communicating Describes and represents a mathematical situation in a variety of ways using mathematical terminology and some conventions

WMS3.5 Reflecting Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 3 content

Students will learn about:• recognising and explaining the need for a more convenient unit than the square

kilometre• measuring an area in hectares; for example, the local park• recognising and explaining the need for a more convenient unit than the square

kilometre• using the abbreviations for square kilometres and hectares• recognising that one hectare is equal to 10 000 square metres• selecting the appropriate unit to calculate area.

Prior knowledge

• Recognising the need for a unit larger than the square metre• Identifying situations where square kilometres are used for measuring area; for

example, a suburb• Selecting the appropriate unit to calculate area.


Language

area, measuring, hectare, square metres, square kilometres, scale

What is needed

Activity 1• MAB flat

Activity 3 • Maths Tracks Student Book Stage 3A, page 114

Activity 4• Maths Tracks Student Book Stage 3A, page 115

Activity 5• Draw a diagram problem-solving poster• Make a model problem-solving poster

Preparation

Select the activities you think suitable for the student by ticking the boxes beside the activity numbers in the Student and supervisor guide.

Introduction (explicit teaching) – for all studentsActivity 1 (beginning) – can provide extra supportActivity 2 (additional assistance) – can provide extra supportActivity 3 (consolidating) – for all studentsActivity 4 (establishing) – for all studentsActivity 5 (problem solving) – can provide extra challengeReflection – for all students

Resources

Add any you find suitable.

Websites [accessed 12 April 2006]

Check all websites before recommending them to students.

The Learning Federation <https://tstdetwww.det.nsw.edu.au/learningobjects_strict/>or navigate to it from the link on TaLE.Click on Keyword Search; type in ‘area’; select Stage 3; select Mathematics Learning Area; click on Search. There you will find a number of appropriate objects to choose from.


Returns

Student sheet 1a, Harrietville hectare puzzle – Activity 2

solution to Activity 5, in whatever form you choose

Checking up sheet

personal tape or recording – Activities 2, 5, Refl ection

Supervisor and Student Feedback sheets

the guide (if you ask for it)


solution to Activity 5, in whatever form you choose solution to Activity 5, in whatever form you choose

Supervisor and Student Feedback sheets Supervisor and Student Feedback sheets

Checking up answers

1 a ha b ha c km2 d m2

e ha f ha g m2 h km2

2 in ascending order of size: 24 cm2, 9 m2, 15 ha, 6 km2

3 top side: 600 m bottom side: 400 m left end: 200 m right ends: 100 m and 100 m

4 a Total of all areas is 1 ha or 10 000 m2

b Yes, all the areas will fi t into 1 hectare.

the guide (if you ask for it) the guide (if you ask for it)


Indicator Activity Comment

• recognises and explains the need for a more convenient unit than the square kilometre (MS3.2)

• measures an area in hectares; for example, the local park (MS3.2)

• reads and interprets scales to calculate area (MS3.2)

• uses the abbreviations for square kilometres and hectares (MS3.2)

• recognises that one hectare is equal to 10 000 square metres (MS3.2)

• selects an appropriate unit to calculate area (MS3.2)

Introduction, Reflection

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

Student's name:

Adap

ted fro

m:

Mat

hem

atic

s K–6 S

ylla

bus,

© B

oar

d o

f Stu

die

s N

SW

2002.

Assessment record

Using Maths Tracks, Stage 3A – Unit 32Measurement: Area Entry 2: Investigating Hectares

Circle the numbers of the activities the student was asked to complete.

1 2 3 4 5

The student:


Indicator Activity Comment

• uses problem-solving strategies including those based on selecting and organising key information in a systematic way (WMS3.2)

• uses graphic representation and correct mathematical language to assist in the calculation of area (WMS3.3)

• asks questions to clarify a problem and help towards finding an answer (WMS3.1)

• recognises that changing the shape of a space may not necessarily change the area (WMS3.5)

5

1, 2, 5

4, 5

2, 5, Reflection

Adap

ted fro

m:

Mat

hem

atic

s K–6 S

ylla

bus,

© B

oar

d o

f Stu

die

s N

SW

2002.

Maths K–6

P/M 3A 43813 Centre for Learning Innovation

Supervisor notesand

Student and supervisor guide


Measurement

AreaEntry 2: Investigating Hectares

Number: 43813 Title: Using Maths Tracks Stage 3A Unit 32

All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith.

Published byCentre for Learning Innovation (CLI)51 Wentworth RdStrathfield NSW 2135________________________________________________________________________________________________Copyright of this material is reserved to the Crown in the right of the State of New South Wales. Reproduction ortransmittal in whole, or in part, other than in accordance with provisions of the Copyright Act, is prohibited withoutthe written authority of the Centre for Learning Innovation (CLI).

© State of New South Wales, Department of Education and Training 2006.

This publication is copyright New South Wales Department of Education and Training (DET), however it may containmaterial from other sources which is not owned by DET. We would like to acknowledge the following people andorganisations whose material has been used:

Extracts from Mathematics Syllabus Years K-6 © Board of Studies, NSW 2002 Teacher notes pp 5,6, Supervisor notespp 3, 4

Maths Tracks Teacher’s Resource Book, Harcourt Education, 1st ed., 2004, by Trish Leigh andJennifer Vincent.Maths Tracks Student Book, Harcourt Education, 1st ed., 2004, by Trish Leigh and JenniferVincent.The copyright in the Maths Tracks material is vested in the publisher, Reed International BooksAustralia Pty Ltd, trading as Harcourt Education Australia. Maths Tracks for NSW has beenpublished under the Rigby imprint and the series covers seven stages from Early Stage 1 toStage 3B. Each stage has a Teacher’s Resource Book, Student Book and Homework Book.For professional development and support, view online at www.rigby.com.au/pd/event.asp

Supervisor notesp 7, Student sheet1b, p 13

Photographs © Tom Brown, 2005 Student andSupervisor guide pp5, 8, 9

COMMONWEALTH OF AUSTRALIA

Copyright Regulations 1969

WARNING

This material has been reproduced and communicated to you on behalf of theNew South Wales Department of Education and Training

(Centre for Learning Innovation)pursuant to Part VB of the Copyright Act 1968 (the Act).

The material in this communication may be subject to copyright under the Act.Any further reproduction or communication of this material by you may be the

subject of copyright protection under the Act.

CLI Project Team acknowledgement:

Writer: Lynne SungEditors: Alan Barnes, Averil Griffith, Nicholas PerkinsIllustrators/Photographers Tom Brown, David StanleyDesktop Publishing: Esta Tserpes

Using Maths Tracks, Stage 3A, Unit 32 1 Supervisor notes© NSW DET 2006


These Supervisor notes support the Student and supervisor guide for ‘Using Maths Tracks’. The supervisor should detach them before giving the guide to the student. They contain information on:

• How to use this unit• Support and extension• Answer guide• Feedback• Checking up.

How to use this unit

Read with your student:• What you’ll do• What you need• Words you need to know.

Your student’s teacher may have selected the appropriate activities from 1 to 5 by ticking them in the list of What you’ll do. See also Support and extension.

The boxes on the right-hand side of the pages in the Student and supervisor guide contain information and suggestions to help you support your student. There is also space for you to make notes about how your student managed. You can use your notes to help you fi ll in the Feedback sheet at the end of the unit.

An icon shows when to refer to the Maths Tracks Student Book pages.

After completing the unit, ask your student to complete the Checking up sheet independently and return it to the teacher. Complete the supervisor side of the Feedback sheet. Discuss the student side of the Feedback sheet and help your student complete it.

Support and extension

The activities following the Introduction are at different levels. Your student’s teacher may have selected the activities for your student. If activities have not been selected in the guide, choose activities as below:

Introduction – for all students Activities 1 and 2 – can provide extra support Activities 3 and 4 – for all students Activity 5 – can provide extra challenge Refl ection and Checking up – for all students.

An icon shows when to refer to the

page x


Answer guide

This guide helps you give your student feedback on questions and tasks in the unit or the Maths Tracks Student Book, especially where answers will vary.

Activity 5

The property developer would get 33 housing blocks out of 6 hectares.32 of the blocks would be the same size and the 33rd one would be a little larger than the others.Or there could be a third of a block left over to be added to a 34th block when the company acquires some more land.

The student may have sketched or used cut up squared paper to find out how many would fit on one hectare and then multiplied by 6. The left-over pieces would then be added together to make more blocks.

The calculation is (10 000 x 6) ÷ (30 x 60) = 60 000 ÷ 1800 = 33.3 m2

Reflection

a cotton farm – haa house and garden – m2

a school playground – m2 or haNew South Wales – km2

a market garden – m2 or haa sheep station – ha or km2 for the larger onesa supermarket – m2

a suburban housing estate – haa car park – ha or m2 for smaller ones

What places near where you live could be measured in hectares? Answers will vary as the areas will vary. As a guide, think of areas too small to be conveniently measured in square kilometres and too big to be conveniently measured in square metres. They are ones that could be conveniently measured in hectares.


Feedback

Supervisor

The feedback you provide will help teachers assess your student’s progress and plan future learning experiences. Please mark the scale and comment on the activities that your student completed.

• recognise and explain the need for a more convenient unit than the square kilometre (MS3.2)

Introduction, Reflection

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

1, 2, 3, 4

(Tick along line)with with independentlydifficulty help

Did your student: Activity

• measure an area in hectares; for example, the local park (MS3.2)

Student’s name

Date

• read and interpret scales to calculate area (MS3.2)

Adap

ted fro

m:

Mat

hem

atic

s K–6 S

ylla

bus,

© B

oar

d o

f Stu

die

s N

SW

2002.

• use the abbreviations for square kilometres and hectares (MS3.2)

• recognise that one hectare is equal to 10 000 square metres (MS3.2)

• select an appropriate unit to calculate area (MS3.2)


• use problem-solving strategies including those based on selecting and organising key information in a systematic way (WMS3.2)

5

1, 2, 5

4, 5

2, 5, Reflection

(Tick along line)with with independentlydifficulty help

Did your student: Activity

• use graphic representation and correct mathematical language to assist in the calculation of area (WMS3.3)

• ask questions to clarify a problem and help towards finding an answer (WMS3.1)

Adap

ted fro

m:

Mat

hem

atic

s K–6 S

ylla

bus,

© B

oar

d o

f Stu

die

s N

SW

2002.

• recognise that changing the shape of a space may not necessarily change the area? (WMS3.5)


Feedback

Student

Activity 2

Using a square representing 1 hectare helped me to ____________________________________.

Activity 3

Displaying the defi nitions in my workspace helped me to _______________________________.

My favourite activity for this unit was __________________________________________ because

________________________________________________________________________________________.

I had to work hard at _____________________________________ because ___________________

________________________________________________________________________________________.

Help your student to give feedback on their learning for completed activities.

Student's name:


Make sure your student completes this work independently for return to the teacher.

Checking up

Using Maths Tracks, Stage 3A – Unit 32Measurement: Area Entry 2: Investigating Hectares

Student's name:

Adap

ted fro

m:

Mat

hs

Tra

cks

Tea

cher

’s R

esourc

e Book

Sta

ge

3A ©

Har

court

Educa

tion,

2004.

1 Write the abbreviated form of the unit you would use to measure each area. Choose from square metres, square kilometres or hectares.

a A golf course __________ b Royal National Park __________

c The ACT __________ d A tennis court __________

e A school __________ f A cricket oval __________

g A soccer fi eld __________ h Newcastle __________

2 Write these area measurements in their abbreviated form, in ascending order.

6 square kilometres 24 square centimetres 15 hectares 9 square metres

______________ ______________ ______________ ______________

3 Each square in this model is one hectare. Work out the length of each side. Write the lengths on the model.

4 Sunshine Council wants to put these areas into a one-hectare parkland.

a What is the total of all the areas? ______________

b Will all the areas fi t into one hectare? ______________

Using Maths Tracks, Stage 3A, Unit 32 i Student and supervisor guide© NSW DET 2006


Student and supervisor guide

Unit contents

About this unit .................................................................................... ii What you’ll do ................................................................................ ii What you need ............................................................................... ii Words you need to know .......................................................... iii Icons .................................................................................................. iii Using this guide ............................................................................ iii Returns ............................................................................................. iii

Introduction .......................................................................................... 1

Activity 1 ................................................................................................. 3

Activity 2 ................................................................................................. 4

Activity 3 ................................................................................................. 6

Activity 4 ................................................................................................. 7

Activity 5 ................................................................................................. 8

Refl ection ................................................................................................ 9

Checking up ....................................................................................... 10

Student sheets ................................................................................ 11

Using Maths Tracks, Stage 3A, Unit 32 ii Student and supervisor guide© NSW DET 2006

About this unit

What you’ll do

Introduction• select the best ways to measure different sized areas

Activity 1• use cm squares to help calculate the area of a hectare using a

scale 1 cm = 10 metres Activity 2• check to see if play areas total 1 hectare or 10 000 m2

• rearrange pieces of a playground to make a different shape that’s not a square

Activity 3• colour pictures that would have an area of one hectare or more • write areas in abbreviated form• fi t 20 m x 50 m blocks of land into a hectare Activity 4• decide if you would use square metres or hectares to measure

different areas• work out how many hectares in irregular shapes

Activity 5• solve a problem involving subdividing 6 hectares into smaller

blocks of land

Refl ection• decide what unit of measurement you would use to measure

different areas

Checking up• write the abbreviated form of the unit you would use to measure

different areas• work out the length of sides on a model if each square is one

hectare• work out the total of a number of areas and see if they will fi t into

one hectare

What you need

Activity 1• MAB fl at

Activity 3 • Maths Tracks Student Book Stage 3A, page 114

Activity 4• Maths Tracks Student Book Stage 3A, page 115

Activity 5• Draw a diagram problem-solving poster• Make a model problem-solving poster

√

√

√

Using Maths Tracks, Stage 3A, Unit 32 iii Student and supervisor guide© NSW DET 2006

Words you need to know

area measuring hectare square metres square kilometres scale

Icons

Record this for the teacher.

Return this to the teacher.

Use the page in the Maths Tracks Student Book.

Using this guide

The boxes on the right-hand side of pages in the Student and supervisor guide contain information and suggestions for the supervisor.

After each activity, circle the face that shows how you feel about your work.

Returns Student sheet 1a, Harrietville hectare puzzle – Activity 2


Checking up sheet

personal tape or recording – Activities 2, 5, Refl ection

Supervisor and Student Feedback sheets

this guide (if your teacher asks for it)

Record this for the teacher. Record this for the teacher.

Return this to the teacher. Return this to the teacher.

Use the page in the Use the page in the

Page x



Checking up sheet Checking up sheet

personal tape or recording – Activities 2, 5, Refl ection personal tape or recording – Activities 2, 5, Refl ection

Supervisor and Student Feedback sheets Supervisor and Student Feedback sheets Supervisor and Student Feedback sheets Supervisor and Student Feedback sheets

this guide (if your teacher asks for it) this guide (if your teacher asks for it)

Using Maths Tracks, Stage 3A, Unit 32 iv Student and supervisor guide© NSW DET 2006

Using Maths Tracks, Stage 3A, Unit 32 1 Student and supervisor guide© NSW DET 2006

Introduction

In this unit you will be investigating area. Area is the space covered by a fl at or plane shape. It is measured in squares.

There are many different units that you can use to measure area. Some of the units for measuring area are square millimetres, square centimetres, square metres and square kilometres.

Some units of measurement are best for measuring small areas and some are best for measuring large areas.

Using a small unit to measure a large space gives a number that’s very large and not easy to understand and compare.

Using a larger unit of measurement to measure a very small space isn’t convenient because it would be a fraction that may also be hard to understand and compare.

Tick the most appropriate answer to the following.

To measure the fl oor area of the rooms in a house you would use:• square millimetres (mm2)• square centimetres (cm2)• square metres (m2)• square kilometres (km2)

Your student should choose square metres. Ask them to explain why they chose that unit.

Remind your student that a square kilometre (1km2) is1 km x 1km.Discuss the fact that it would be useful to have a unit of measurement between 1m2 and 1km2.


What unit of measurement would you use to measure the area of the soccer fi eld?

You could use square metres, but it would be useful to have another unit of measurement based on something bigger than a metre.

You could use square kilometres, but 1 km2 is equivalent to a square of 1000 metres by 1000 metres which is 1 000 000 m2. That would be too big as a soccer fi eld would not be a kilometre in length or width.

We need a unit of measurement that is between 1 m2 and 1 000 000 m2.

The unit of measurement that we usually use for measuring areas of land, such as paddocks or playing fi elds, is the hectare.

A hectare is equivalent to a square of 100 metres by 100 metres. It is a measure that fi ts between the square metre and the square kilometre.

So to measure the area of a soccer fi eld you would probably use hectares.

1 hectare = 100 m x 100 m1 hectare = 10 000 m2

This is approximately the size of two soccer fi elds.

Feedback:

lots of some nohelp help help

Hectare is pronounced‘hect-air’.

A soccer fi eld is approximately ha.1

2

This is approximately the size of two soccer

‘ha’ is the abbreviation for ‘hectare’.


Activity 1

Find your MAB fl at.Imagine that each small square of the fl at is 10 metres by 10 metres.The whole fl at would be 100 m x 100 m or 1 ha.

If possible, take your student to a place that could be measured in hectares, e.g. a park or sports fi eld. Pace out a square that is approximately 1 hectare (100 m x 100 m) marking the corners with markers such as garbage bins or other items. This will give your student a rough idea of the area a hectare covers.

An Olympic-sized swimming pool is 50 metres x 25 metres.

From the illustration above, can you work out how many swimming pools would fi t into 1 hectare?

If each small square of the fl at is 1 metre by 1 metre, what would be the area of the fl at?

Did you say 100 square metres (100m2)?

Now how many fl ats would you need to make 1 hectare?

Did you say you would need 100 fl ats to make 1 hectare, if each fl at is 100 square metres (100m2)?

Your student should be able to see that eight 50 x 25 m pools would fi t into 1 ha.

Point out to your student that the MAB is not a good way of representing a pool however, because that would mean the pool would be 10 m deep, which is too deep for most pools.

Provide feedback for this activity on the Feedback sheet.

Feedback:


10m

10m

100 m

Olympicswimming pool

100 m10m10m

100 m100 m


Activity 2

Harrietville hectare puzzle

Find Student sheet 1a, Harrietville hectare puzzle.

On the sheet, use a ruler, sharp pencil and set square to carefully draw a 10 cm x 10 cm square.This square is the Harrietville playground which has an area of 1 hectare.You will need to write a scale on your plan.The scale should be written as 1 cm = ? m

Find Student sheet 1b.This sheet shows the different parts of the playground.Total the areas of each part to see if they equal 1 hectare.When you have checked to see that they total 1 ha, cut them out. (Be sure to cut on the bold lines, not the broken lines.)

Fit the pieces together into the 1 hectare square you drew on Student sheet 1a?

Now rearrange the pieces of the playground to make a different shape that is not square.(It could be a rectangle, or an irregular shape.)

Use sticky tape to attach the pieces together in this new arrangement.

Turn over Student sheet 1a and, on the back, carefully trace around the shape made by your new arrangement of pieces.

Remove the pieces and measure the sides made by the shape. Write the measurements along the sides of the shape you have drawn.

Write the area of the new shape you have outlined on the back of Student sheet 1a.

Irrespective of the arrangement of the parts, your student should be able to see that the scale of 1 cm = 10 m hasn’t changed and the area will still be 1 ha.

Provide feedback for this activity on the Feedback sheet.


Stick the playground pieces on to the new shape.

Return Student sheet 1a to your teacher.

Answer the following for your teacher:

What was the scale when you arranged the parts of the playground in a square on the front of Student sheet 1a?What was the scale when you rearranged the parts of the playground in a new shape on the back of Student sheet 1a?What was the area of the square playground on the front of the sheet?What was the area of the playground when you rearranged it on the back of the sheet?How many square metres in a hectare?Does a hectare have to be square?

Stop recording now.

Feedback:


parts of the playground in a new shape on the

What was the area of the square playground on

What was the area of the playground when you rearranged it on the back of the sheet?How many square metres in a hectare?

parts of the playground in a new shape on the

What was the area of the square playground on

What was the area of the playground when you


Activity 3

Find Student sheet 2, Defi nitions of area, and pin it somewhere in your work space to refer to.

Find page 114 in the Maths Tracks Student Book.

1 Keep in mind that a hectare is 100 x 100 metres, which is approximately the size of two soccer fi elds.

2 For a, you could substitute your home area.

3 Check on your Defi nitions poster (Student sheet 2) to remind you of the abbreviations.

4 You could fi nd the answer by calculating fi rst. The area is not drawn to scale so you’ll need to estimate half and a fi fth of the sides to help you.

Mark your answers for this page at the back of the Maths Tracks Student Book. Have another try if you went off the track.

Feedback:


Help your student read and interpret the instructions.

Talk with your student about how they made their decisions.

Unless your home is a farm, it is likely to be less than a hectare, so the answer to a in the back of Maths Tracks Student Book may not apply.

Discuss possible reasons for different answers and praise successes. Provide feedback for this activity on the Feedback sheet.

Page 114


Feedback:


Activity 4

Find page 115 in the Maths Tracks Student Book.

1 Talk about these areas with your supervisor if you are not familiar with them, then make your choices.

2 You might need to sketch these areas to help you work out the answers.

3 Your answer could be as a standard fraction or as a decimal.

4 Estimate or calculate fi rst. Then rule lines in pencil to divide the shapes into squares with 100 m sides, to help you fi nd how many hectares.

Mark your answers for this page at the back of the Maths Tracks Student Book. Have another try if you went off the track.

Page 115

Help your student read and interpret the instructions.

Discuss possible reasons for different answers and praise successes. Provide feedback for this activity on the Feedback sheet.

Feedback:


Feedback:


Activity 5

Refer to the Answer guide in the Supervisor notes. Provide feedback for this activity on the Feedback sheet.

A property development company has a problem.

It has an area of land that measures 6 hectares.

They want to subdivide the land to build the most number of houses they can.Each house block needs to be at least 30 metres by 60 metres.

How many house blocks can be made from the 6 hectares of land?

To solve this problem you could:

• use the Draw a diagram problem-solving poster

• use the Make a model problem-solving poster

• calculate the measurements• use AutoShapes or tables in Word.

Use whatever method you choose to solve the problem.

Send the solution to your teacher.

Tell your teacher the method you used to solve the problem.


Refl ection

Look at the places listed below and talk with your supervisor about the most appropriate units for measuring each area and discuss why.

Write the unit of measurement next to each one.

a cotton farm __________

a house and garden __________

a school playground __________

New South Wales __________

a market garden __________

a sheep station __________

a supermarket __________

a suburban housing estate __________

a car park __________

Discuss the following on tape for your teacher.

What places near where you live could be measured in hectares?

Stop the recording now.

Refer to the Answer guide in the Supervisor notes. Provide feedback for this activity on the Feedback sheet.

Feedback:


Stop the recording now.Stop the recording now.Stop the recording now.

Remember, a hectare can be any shape, as long as it covers 10 000 square metres.


Feedback:


Checking up

Complete the Checking up sheet without any help from your Supervisor.

After you have fi nished the Checking up sheet, fi ll in the student side of the Feedback sheet. You may need to look back at the smiley faces you circled, to remind you how you felt about each activity.

The Checking up sheet and Feedback sheet are near the back of the Supervisor notes for this unit. Make sure your student works on this assessment task independently, with your assistance to read and interpret the instructions. Return the Checking up sheet to the teacher unmarked.

Using Maths Tracks, Stage 3A, Unit 32 11 Student sheet 1a© NSW DET 2006

Harrietville hectare puzzle Activity 2

Student's name:

Using Maths Tracks, Stage 3A, Unit 32 13 Student sheet 1b© NSW DET 2006

Harrietville hectare puzzle Activity 2

Adap

ted fro

m:

Mat

hs

Tra

cks

Tea

cher

’s R

esourc

e Book

Sta

ge

3A ©

Har

court

Educa

tion,

2004.

Glasshouse600 m2

Using Maths Tracks, Stage 3A, Unit 32 15 Student sheet 2© NSW DET 2006

Facts about area Activity 3

Defi nitions of Area

Abbreviations

1 square kilometre – 1 km2 1 km x 1 km = 1 km2

1 square metre – 1 m2 1 km2 = 1 km x 1 km

1 square centimetre – 1 cm2

1 square millimetre – 1 mm2

1 hectare – 1 ha

100 m x 100 m = 10 000 m2

10 000 m2 = 1 ha

There are 100 ha in a square kilometre

100 ha = 1 km2

There are 100 ha in a square kilometre

Centre for Learning InnovationNSW Department of Education and Training

51 Wentworth RoadStrathfield NSW 2135

Stage 3A – Unit 32 Measurement Area Entry 2: Investigating...

Documents

Transcript of Stage 3A – Unit 32 Measurement Area Entry 2: Investigating...