Teaching pack · Year 6 Measurementseegongsik /au
Area of a Rectangle: a week of ready-to-teach maths
Five days of lessons for Year 6 Measurement. Print this pack and the week is prepared.
AC9M6M02
establish the formula for the area of a rectangle and use it to solve practical problems
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Area is covering with squares”, “Rows times columns”, “Using the formula”, “Choosing square units”, “Splitting a composite shape”.
seegongsik.com/au/y6/measurement/AC9M6M02
Aligned to Australian Curriculum V9 (AC9M6M02). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Area is covering with squares | Practise the idea with talk, board and worksheet | Board: Area is covering with squares |
| 2 | Rows times columns | Practise the idea with talk, board and worksheet | Board: Rows times columns |
| 3 | Using the formula | Practise the idea with talk, board and worksheet | Board: Using the formula |
| 4 | Choosing square units | Practise the idea with talk, board and worksheet | Board: Choosing square units |
| 5 | Splitting a composite shape | Practise the idea with talk, board and worksheet | Board: Splitting a composite shape |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on area of a rectangle. Ask: What did you practise today?
seegongsik.com/au/y6/measurement/AC9M6M02/pack
Day 1 · Teacher planDay 1 of 5
Area is covering with squares
Children practise “Area is covering with squares” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain area is covering with squares in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Area is covering with squares”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Area is covering with squares”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Area is covering with squares” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about area is covering with squares.
Day 1 · Worksheet
Area is covering with squares
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Rows times columns
Children practise “Rows times columns” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain rows times columns in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Rows times columns”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Rows times columns”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Rows times columns” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about rows times columns.
Day 2 · Worksheet
Rows times columns
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Using the formula
Children practise “Using the formula” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain using the formula in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Using the formula”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Using the formula”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Using the formula” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about using the formula.
Day 3 · Worksheet
Using the formula
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Choosing square units
Children practise “Choosing square units” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain choosing square units in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Choosing square units”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Choosing square units”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Choosing square units” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about choosing square units.
Day 4 · Worksheet
Choosing square units
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Splitting a composite shape
Children practise “Splitting a composite shape” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain splitting a composite shape in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Splitting a composite shape”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Splitting a composite shape”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Splitting a composite shape” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about splitting a composite shape.
Day 5 · Worksheet
Splitting a composite shape
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Area of a Rectangle
Cut out. Hold up a card and give an example.
Area is covering with squares
Give an example.
Rows times columns
Give an example.
Using the formula
Give an example.
Choosing square units
Give an example.
Splitting a composite shape
Give an example.
Store in an envelope labelled AC9M6M02.
Mini-check · End of week
Show what you know: Area of a Rectangle
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (area of a rectangle) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.