# EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 5. Shape and space

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1 Shape and space 5 EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 5 Shape and space SECTION H 1 Perimeter 2 Area 3 Volume 4 2-D Representations of 3-D Objects 5 Remember what you have learned Pearson Education 2008 Functional Maths Level 2 Chapter 5 Pilot material only see introduction before use Page 1

2 EDEXCEL FUNCTIONAL SKILLS: interim support material Maths Level 2 Su Nicholson Chapter 5: Working with space and shape Use these free pilot resources to help build your learners skill base We are delighted to continue to make available our free pilot learner resources and teacher notes, to help teach the skills learners need to pass Edexcel FS Mathematics, Level 2. But use the accredited exam material and other resources to prepare them for the real assessment We developed these materials for the pilot assessment and standards and have now matched them to the final specification in the table below. They ll be a useful interim measure to get you started but the assessment guidance should no longer be used and you should make sure you use the accredited assessments to prepare your learners for the actual assessment. New resources available for further support We re also making available new learner and teacher resources that are completely matched to the final specification and assessment and also providing access to banks of the actual live papers as these become available. We recommend that you switch to using these as they become available. Coverage of accredited specification and standards The table below shows the match of the accredited specification to the unit of pilot resources. This table supersedes the pilot table within the teacher notes. Coverage and Range Exemplification Learner Unit Recognise and use 2-D representations of 3-D objects Find area, perimeter and volume of common shapes Sketch 3-D solids Nets Plans, elevations Draw 3-D shapes on isometric grids Perimeter and area of triangles and rectangles Circumference and areas of circles Volume of cuboids and cylinders Formulae will be given Composite shapes may be used H4 2-D Representations of 3-D objects Wider coverage can be found in our new publishing (see below) H1 Perimeter H2 Area H3 Volume H5 Remember what you have learned Where to find the final specification, assessment and resource material Visit our website then: for the specification and assessments: under Subjects, click on Mathematics (Levels 1 2) for information about resources: under Support, click on Published resources. Published by Pearson Education, Edinburgh Gate, Harlow CM20 2JE. First published Pearson Education Typeset by Oxford Designers and Illustrators, Oxford This material was developed for use with Edexcel pilot and development centres and is available for continued use with development centres. To become a development centre you need to offer Edexcel Functional Skills. The material may be used only within the Edexcel development centre that has retrieved it. It may be desk printed and/or photocopied for use by learners within that institution. All rights are otherwise reserved and no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanic, photocopying, recording or otherwise without either the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6 10 Kirby Street, London EC1N 8TS. Pearson Education 2008 Functional Maths Level 2 Chapter 5 Pilot material only see introduction before use Page 2

3 5 Shape and space (pages in the learner materials) Shape and space 5 Performance Coverage and Range Unit Objectives Learners can: understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations identify the situation or problem and the mathematical methods needed to tackle it select and apply a range of mathematics to find solutions use appropriate checking procedures and evaluate their effectiveness at each stage interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations draw conclusions and provide mathematical justifications Learners can: find area, perimeter and volume of common shapes recognise and use 2-D representations of 3-D object H1 Perimeter H2 Area H3 Volume H4 2-D Representations of 3-D object H5 Remember what you have learned Approach to learning This section covers the skills necessary for learners to be able to work efficiently with shape and space. Each unit focuses on the delivery of one particular aspect of perimeter, area and volume and 2-D representations of 3-D objects. The questions set allow the learner to practise the full range of skills being taught. The table identifies the coverage and range from the functional skills standards: mathematics level 2 which are covered in this section. H Working with perimeter, area, volume and nets H1 Perimeter The main idea is to familiarise the students with the perimeter of common shapes and problems that can be associated with them. Encourage students to look out for formulae where BIDMAS needs to be applied. Remind them that perimeters are lengths and so are one-dimensional. Emphasise that the test questions usually involve metric units, cm, m etc. and they should make sure they are familiar with them. Discuss the value of π and explain that it is an irrational number that cannot be expressed as a fraction. Ensure that they are familiar with the π key on their own calculator and discuss the number of decimal places given in the display. Activities Ask students to identify where they would come across different shapes in everyday life. They should produce a list under the headings of triangle, quadrilateral and composite shapes. The activity should be preceded by students identifying the names of the different types of quadrilateral. Extension activity: Ask students to collect a range of round items, for example, can of cola, cake tin, tin of chocolates. Get them to measure the circumference and the diameter of each item and plot the pairs of points on a scatter graph, with the circumference on the vertical axis. They should then draw in a line of best fit. Ask them why this should pass through the point (0, 0). The gradient of the line of best fit is an estimate for π. Discuss why this should be so. Misconceptions Students sometimes have difficulty identifying the necessary lengths around the perimeter of a composite shape. For example, in question 2 on page 76, two of the lengths are not labelled. Emphasise the properties of parallel lines so that they can visualise that the missing horizontal length comes from taking 4.5 m from 7 m. Encourage learners to write in the missing lengths on the question paper to ensure they include all the necessary lengths which comprise the perimeter. Pearson Education 2008 Functional Maths Level 2 Chapter 5 Pilot material only see introduction before use Page 3

4 H2 Area The main idea is to familiarise the students with the areas of common shapes and problems that can be associated with them. Encourage students to look out for formulae where BIDMAS needs to be applied, in particular working out r 2, which relates to the I of BIDMAS. Remind students that areas are twodimensional and are measured in square units, usually metric, cm 2, m 2 etc. Emphasise that problems involving area may mix units and that they must make sure all the units they work with are the same. Discuss the different methods of finding the area of a composite shape, for example, an L-shaped room can be split into two rectangles or considered as a large rectangle with a piece cut out. Activities Investigation: Give students the dimensions of a room, for example 4 m by 3.5 m and 2.5 m high. The walls need to be painted with two coats of paint. There are two doors measuring 0.9 m by 2 m and one window measuring 2 m by 1 m. The paint is sold in 5-litre tins costing each. Each litre of paint covers 8 m 2. Work out the total area of wall to be painted and the total cost of painting the walls. Misconceptions Difficulties arise when questions mix units. For example, in question 1b on page 78 of the Skills Book the worktop has dimensions in metres and is covered with tiles with dimensions in cm. Students will often attempt to convert the units but will do so incorrectly, for example writing 3 m as 30 cm. They should be encouraged to learn the connections between the units. The stages of working out this practical problem need to be gone through carefully, for example, by making use of a grid to help students visualise the task. Emphasise that if the dimensions don t divide exactly they need to round up. The main idea is to familiarise the students with the volumes of common shapes and problems that can be associated with them. Encourage students to look out for formulae where BIDMAS needs to be applied, in particular working out r 2 which relates to the I of BIDMAS. Remind students that volumes are threedimensional and are measured in cubic units, usually metric, cm 3, m 3 etc. Emphasise that packaging problems in three dimensions need to be tackled in a systematic way, by comparing the three edges in turn. Discuss the relationship between volume and capacity and the associated units. H3 Volume Misconceptions Three-dimensional packaging problems can cause difficulty. The questions are usually set up so that the dimensions can be compared in order. For example, in question 2 on page 80 a common mistake is to add the values instead of multiplying to give instead of Visual aids can help illustrate why this is incorrect, using connect cubes or some other kinaesthetic tool. H4 2-D Representstions of 3-D objects The main idea is to ensure the learners are familiar with the common three dimensional shapes and that they understand the associated terminology of faces, edges and vertices, (corners). Discuss the definitions: flat surfaces of 3-D shapes are called faces, the line where two faces meet is called an edge and the point where three edges meet is called a vertex. It is helpful to ensure the learners have access to three dimensional shapes whilst covering this section, so that they can adopt a kinaesthetic approach to the activities. They should also know that a net is a 2-D shape which can be folded into a 3-D shape, and be aware of the different 2-D shapes that form the faces of 3-D shapes. The learners should be familiar with the phrases plan view and front elevation, insofar as they apply to practical problems such as outlined in the Apply the Skills section of the Teacher Notes. Activities Discuss the different nets the learners draw for the cube with sides of length 4 cm in question 3 under Try the skill. How many different nets can they find? (There should be 11.) In pairs, ask the learners to cut out examples of the 11 different nets and check they can be folded up to make a cube. (They should use either graph or squared paper.) The opposite faces of dice add up to 7. Ask the learners to show possible nets for cubic dice. Ask the learners to draw nets with given lengths for other 3-D shapes and then make them up into a 3-D model. Discuss the fact that flaps will be needed on some of the edges if the models are to hold together and ask them to identify the minimum number of flaps in each case. Show the learners the table of 3-D shapes with the number of faces, edges and vertices identified, leaving out the cylinder. Ask them if they can find a rule that links the number of faces, edges and vertices for each Pearson Education 2008 Functional Maths Level 2 Chapter 5 Pilot material only see introduction before use Page 4

5 Shape and Measures space 54 3-D shape. They are looking for Euler s rule, F + V = E + 2, where F is the number of faces, V the number of vertices and E the number of edges. A cylinder can be explained to fit the rule if you consider it to be a tin can with a seam down the curved surface. This seam forms an edge with the ends creating vertices on the top and bottom circular faces. The number of faces is then 3, the number of edges is 3 and the number of vertices is 2, which satisfies Euler s rule. Misconceptions Learners, particularly female learners, often have difficulty in visualising the process of converting from a 3-D shape to a 2-D representation as a net. The kinaesthetic activity of practising drawing nets and making them up into 3-D shapes can help them overcome this difficulty. Apply the skills The learners need to develop their Process Skills, which are: Representing Analysing Interpreting Making sense of situations and representing them Processing and using the mathematics Interpreting and communicating the results of the analysis At Level 2 learners must decide on the methods used and identify the information they need for themselves. A suitable activity to practise their skills in shape and space would be to investigate furnishing and/or decorating a room. The task below involves a makeover for a lounge and incorporates measures of perimeter, area and volume as well as problem solving in two and three dimensions. Pearson Education 2008 Functional Maths Level 2 Chapter 5 Pilot material only see introduction before use Page 5

6 Lounge make-over The diagram shows the aerial view of a lounge which is to be decorated, carpeted and furnished (not drawn to scale). 50 cm 1 m WALL A 50 cm Window 3 m WALL B 1 m Potential tasks: 1.5 m 1.5 m Chimney breast 4.8 m WALL C 0.5 m Picture rail: A picture rail is going to be fitted all round the walls of the room. What is the total length of picture rail required? (Remember to leave gaps for the door, window and chimney breast) The picture rail is sold in 3600 mm lengths. How many lengths of picture rail are needed? The picture rail costs 3.68 per length. What is the total cost of the picture rail? What percentage of the picture rail bought is wasted? Carpeting: Calculate the area of the lounge floor. The floor is to be carpeted with carpet tiles measuring 50 cm by 50 cm. How many carpet tiles are needed? The carpet tiles are sold in packs of 5. How many packs of carpet tiles are needed? The carpet tiles cost a pack. What is the total cost of the carpet tiles? Pearson Education 2008 Functional Maths Level 2 Chapter 5 Pilot material only see introduction before use Page 6

7 Wall papering: Shape and Measures space 54 Wall A is to be wallpapered below the picture rail. The height of the room is 2.3 m and the picture rail is positioned 50 cm below the ceiling. The door is 2 m high. Use this information to draw a front elevation of wall A and work out the total area of wall that needs to be wallpapered. One strip of wall paper is 53 cm wide. How many strips of wall paper are needed for wall A? A roll of wallpaper is 10 m long. How many rolls of wallpaper are needed for wall A? Furnishing: A footstool in the shape of a cuboid is covered in material as shown in the diagram, (not drawn to scale). Draw a net of the cuboid and use it to work out the total surface area of the footstool that is covered with material. (The bottom of the footstool does not need to be covered.) A fish tank in the shape of a cylinder is bought for the lounge. The diameter of the fish tank is 80 cm and the height is 70 cm as shown in the diagram, (not drawn to scale). What is the maximum amount of water that the fish tank can hold to the nearest litre? 40 cm 70 cm 60 cm 60 cm 80 cm Try a similar activity on a plan of your own lounge. Useful Websites You can download a kitchen planner from the Ikea website Prices can be found on the B&Q website Pearson Education 2008 Functional Maths Level 2 Chapter 5 Pilot material only see introduction before use Page 7

8 Answers 3. one of 11 possible nets Section H Working with perimeter, area and volume H1 Perimeter cm m metres metres H2 Area 1. a 3.04 m 2 b m m m 2 H3 Volume cm cm cm cubic feet Internal measurements 9 cm by 9 cm by 3.6 cm high H4 2-D Representations of 3-D objects (a) 96 cm 2 3(b) 48 cm 4. 3-D Shape Shape of Faces Cube square Cuboid rectangle and possibly square Cylinder circle and rectangle Square based pyramid square and triangle Triangular prism triangle and rectangle H5 Remember what you have learned 1. B 2. C 3. C 4. C 5. D 6. A Apply the skills Picture rail Carpeting Wallpapering Furnishing lengths % m Front elevation 8 strips 2 rolls Net and m litres 2(a) faces = 4, edges = 6, vertices = 4 Pearson Education 2008 Functional Maths Level 2 Chapter 5 Pilot material only see introduction before use Page 8

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