This snapshot, taken on
10/08/2011
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.
 
 
The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.

Ma3 Shape, space and measures

This is a collection of work. Click through the chapters to see the full collection or download the attached standards file.

Perimeter and area

Illustration rectangles to find out perimeter

Teacher's notes

  • For a fixed area of 12 cm2, finds three different rectangles and gives their perimeters.
  • For a fixed area of 14 cm2, finds two different rectangles and gives their perimeters.
  • Is beginning to use length × breadth for calculating area mentally as dimensions are small.
  • Expresses area in cm2 and perimeter in cm.

Next steps

  • For a range of fixed areas, investigate the rectangles for each one to find the rectangle with the smallest perimeter.
  • For a fixed perimeter, find the range of areas that can be enclosed.

What the teacher knows about Kate's attainment in Ma3

Kate is able to identify a range of regular and irregular 2-D and 3-D shapes. She is becoming familiar with the mathematical vocabulary to describe their properties, for example parallel, perpendicular, congruent, right angles. She recognises the nets of cubes and cuboids.

Kate interprets coordinates in the first quadrant and uses them to plot points. She gives the coordinates of the vertices of shapes drawn on a grid. She is developing understanding of shape, position and movement on a grid and is beginning to translate simple shapes using appropriate computer software. She reflects shapes in horizontal, vertical and oblique mirror lines. Where a shape is not touching the mirror line, she uses the distance of vertices from the mirror line to position the reflection. She can draw a simple shape after it has been rotated through 180°.

Kate measures the length of classroom objects to the nearest millimetre. She can read scales with fewer labelled increments, such as on bathroom scales with intervals of 50 g labelled every 500 g, on kitchen scales with intervals of 50 g labelled every 100 g, and on a thermometer with intervals of 1° labelled every 10° Celsius and including negative numbers. When measuring angle, she sometimes needs reminding which scale on the protractor she should use. She can read analogue clocks and calculate time durations that go over the hour. Kate finds areas of shapes by counting the squares and for rectangles she is beginning to use length × breadth, expressing her answers in square units. She finds the perimeter of shapes by summing the lengths of their sides.

Summarising Kate's attainment in Ma3

In Ma3 Kate is best described as working at the middle of level 4. To progress towards the top of this level, she needs to consolidate her ability to visualise and describe 2-D and 3-D shapes, developing her use of geometrical language. In position and movement, she needs more experience of transforming objects on a grid, positioning a shape after a rotation, reflection or translation, and describing the original and new positions using coordinates. In measures, she needs to recognise the type of angle, such as acute or obtuse, in order to know which of the two scales to use on a protractor.