1. SIS Curriculum Framework 2012-13 (Scope and Sequence document)
YEAR: 8 UNIT: Area and Volume (5 weeks) Date completed: May 2012 (VS) Updated:
Themes Learning Outcomes Assessment Key words and subject skills
Main Ideas Essential KU&S Strategies
Essential Questions
Possible further KU&S How students will
demonstrate their
KU&S
Assessment for Learning: Keywords:
In this unit, students Core:
Perimeter/Area/Cm2
1. Find
areas
and
perimeters
of
rectilinear
shapes
Peer assessment of Trapezium
will investigate about
2. Calculate
the
area
of
a
trapezium
and
composite
shapes.
scavenger hunt Pi /Circumference /Diameter/ Radius
perimeter, area and 3. Find
the
circumference
of
a
circle
from
radius
and
Follow-me cards Scale factor
volume for different diameter.
Volume /Capacity /Litres
kinds of shapes 4. Find
the
area
of
a
circle
and
compound
shape
from
Assessment of Learning: Cubic centimeters
radius
and
diameter.
Stack
5. Recognise
standard
3-­‐D
shapes
and
represent
them
Questions on flipcharts Prism
using
nets.
Extension sheet
6. Find
the
volume
of
a
prism.
Cross section
Worksheets
Extension:
Skills Framework:
7 Use
the
inverse
to
find
the
radius
and
diameter
from
the
Prior Knowledge
circumference.
Presenting conclusions and supporting with
8 Find
areas
of
enlarged
shapes
by
using
the
square
of
the
evidence
scale
factor
and
reverse.
Students should be able to
9 Use
the
volume
to
find
missing
lengths
of
prisms
apply the skills they have Making a judgment
10 Find
surface
areas
of
prisms
and
pyramids
learnt in the Area/Perimeter
unit from year 7 Justifying and articulating ideas
Remaining open to feedback
Using ICT to investigate
Showing resilience and perseverance

2. Learning Objectives Themes
Main Ideas
Essential Questions
1. 1. Find
areas
and
perimeters
of
rectilinear
shapes
Follow me cards
(30 mins) Students re-cap area and perimeter of rectangles, squares and triangles.
2. 1. Find
areas
and
perimeters
of
rectilinear
shapes
Starter problems
(20 mins each) To solve problems involving area and perimeter

3. 3a. 2. Calculate
the
area
of
a
trapezium
and
composite
Trapezium
(1 hour) shapes.
Students can estimate areas of irregular shapes
3b. 2. Calculate
the
area
of
a
trapezium
and
composite
ICT tasks
(1 hour) shapes.
Students are able to see how the formula is derived, and hence calculate the
area of a trapezium.
In groups, student think about how they can use what they already know to
help them find the area. They are then prompted, if required, to consider
methods to formalize the derivation.
4 1. Find
areas
and
perimeters
of
rectilinear
shapes
Building spreadsheet using simple formulae
(1 hour – each 5. Recognise
standard
3-­‐D
shapes
and
represent
them
using
nets.
task) 6. Find
the
volume
of
a
prism.
9 Use
the
volume
to
find
missing
lengths
of
prisms
10 Find
surface
areas
of
prisms
and
pyramids
5a. 3. Find
the
circumference
of
a
circle
from
radius
and
Measure the circumference and diameter of various circular objects
(1 hour) diameter.
Calculate the ratio of circumference to diameter
Discover the formula for the circumference of a circle
Discovery by measuring & pattern spotting in order to determine
relationships.
5b. 3. Find
the
circumference
of
a
circle
from
radius
and
Measure the radius and diameter of various circular objects using
(1 hour) diameter.
appropriate units of measurement
4. Find
the
area
of
a
circle
and
compound
shape
from
radius
and
diameter.
Discover the formula for the area of a circle
Estimate the area of circles using alternative methods
Discovery by measuring & pattern spotting in order to determine
relationships.

4. 5c. 3. Find
the
circumference
of
a
circle
from
radius
and
Students will discover a relationship between the diameter of a circle and it’s
(1 hour) diameter.
circumference
4. Find
the
area
of
a
circle
and
compound
shape
from
Identify various units of measure based on their appropriateness for each shape and size.
radius
and
diameter.
Draw conclusions about the relationship of side/perimeter in squares and
diameter/circumference in circles based on collected data.
Through physical representations, develop the idea of a constant that relates a circle’s
diameter and circumference, namely pi.
6. (1 hour) 3. Find
the
circumference
of
a
circle
from
radius
and
Students demonstrate that they can calculate area and circumference of
diameter.
circles, given a radius or diameter.
4. Find
the
area
of
a
circle
and
compound
shape
from
radius
and
diameter.
Game format. Students are given ‘answers’ and asked to fit them to the
correct circle
7. (1 hour) Extension
Students solve complex problems involving the area and perimeter of circles
7. Use
the
inverse
to
find
the
radius
and
diameter
from
the
circumference.
8a.
Identify the names of three dimensional geometric shapes (cube, rectangular solid,
(1 hour) 5. Recognise
standard
3-­‐D
shapes
and
represent
them
square pyramid, prism,sphere, cone and cylinder).
using
nets.
Pathway C
Identify the number of faces, edges and vertices.
Find 3D objects in real life and describe them.
Students engage in a team hunt to identify common 3D objects and explain
properties.
8b. 5. Recognise
standard
3-­‐D
shapes
and
represent
them
Students understand the properties of 3D shapes
(1 hour) using
nets.
Pathway C Riddle describing a shape
8c. 5. Recognise
standard
3-­‐D
shapes
and
represent
them
Students understand that 3D shapes can be constructed from 2D nets
(1 hour) using
nets.
Exploration lesson where students are provided with a variety of nets and
just ‘left to it’
Extension

5. 10. Find
surface
areas
of
prisms
and
pyramids
9. (1 hour) 6. Find
the
volume
of
a
prism.
Roughly estimate the volume/capacity of everyday objects
Understand how to calculate the volume of a cuboid
Understand ho doubling length will increase the volume by a factor of 8.
Understand and apply the formula for the volume of a cuboid
Use origami to create a three-dimensional prism from a two-dimensional
sheet of paper – find the volume.
10. (1 hour) Extension
Students will understand and use the relationship between length, area and
8. Find
areas
of
enlarged
shapes
by
using
the
square
of
volume of similar figures.
the
scale
factor
and
reverse.
Using a rectangle. Students will individually investigate the effect of
increasing length by a scale factor on area and volume.
11a. Extension:
Problems solving task
9. Use
the
volume
to
find
missing
lengths
of
prisms
10. Find
surface
areas
of
prisms
and
pyramids
11b. Extension:
Problem solving tasks for more able students
7. Use
the
inverse
to
find
the
radius
and
diameter
from
the
circumference.
9. Use
the
volume
to
find
missing
lengths
of
prisms
10. Find
surface
areas
of
prisms
and
pyramids