Area 1
Outcomes
A student:

 MA21WM
uses appropriate terminology to describe, and symbols to represent, mathematical ideas

 MA22WM
selects and uses appropriate mental or written strategies, or technology, to solve problems

 MA23WM
checks the accuracy of a statement and explains the reasoning used

 MA210MG
measures, records, compares and estimates areas using square centimetres and square metres
Content
 Students:
 Recognise and use formal units to measure and estimate the areas of rectangles
 recognise the need for the square centimetre as a formal unit to measure area
 use a 10 cm × 10 cm tile (or grid) to find the areas of rectangles (including squares) that are less than, greater than or about the same as 100 square centimetres
 measure the areas of rectangles (including squares) in square centimetres
 use efficient strategies for counting large numbers of square centimetres, eg using strips of 10 or squares of 100 (Problem Solving)
 record area in square centimetres using words and the abbreviation for square centimetres (cm^{2}), eg 55 square centimetres, 55 cm^{2}
 estimate the areas of rectangles (including squares) in square centimetres
 discuss strategies used to estimate area in square centimetres, eg visualising repeated units (Communicating, Problem Solving)
 recognise the need for a formal unit larger than the square centimetre to measure area
 construct a square metre and use it to measure the areas of large rectangles (including squares), eg the classroom floor or door
 explain where square metres are used for measuring in everyday situations, eg floor coverings (Communicating, Problem Solving)
 recognise areas that are 'less than a square metre', 'about the same as a square metre' and 'greater than a square metre' (Reasoning)
 recognise that an area of one square metre need not be a square, eg cut a 1 m by 1 m square in half and join the shorter ends of each part together to create an area of one square metre that is rectangular (two metres by half a metre) (Problem Solving, Reasoning)
 record areas in square metres using words and the abbreviation for square metres (m^{2}), eg 6 square metres, 6 m^{2}
 estimate the areas of rectangles (including squares) in square metres
 discuss strategies used to estimate area in square metres, eg visualising repeated units (Communicating, Problem Solving)
Background Information
In Stage 2, students should appreciate that formal units allow for easier and more accurate communication of measures. Measurement experiences should enable students to develop an understanding of the size of a unit, measure and estimate using the unit, and select the appropriate unit. An important understanding in Stage 2 is that an area of one square metre need not be a square. It could, for example, be a rectangle two metres long and half a metre wide.
Language
Students should be able to communicate using the following language: area, surface, measure, grid, row, column, square centimetre, square metre, estimate.
The abbreviation m^{2} is read as 'square metre(s)' and not 'metre(s) squared' or 'metre(s) square'. Similarly, the abbreviation cm^{2 }is read as 'square centimetre(s)' and not 'centimetre(s) squared' or 'centimetre(s) square'.
National Numeracy Learning Progression links to this Mathematics outcome
When working towards the outcome MA2‑10MG the subelements (and levels) of Multiplicative strategies (MuS4), Interpreting fractions (InF1InF2, InF4) and Understanding units of measurement (UuM7) describe observable behaviours that can aid teachers in making evidencebased decisions about student development and future learning.
The progression subelements and indicators can be viewed by accessing the National Numeracy Learning Progression.
Area 2
Outcomes
A student:

 MA21WM
uses appropriate terminology to describe, and symbols to represent, mathematical ideas

 MA22WM
selects and uses appropriate mental or written strategies, or technology, to solve problems

 MA210MG
measures, records, compares and estimates areas using square centimetres and square metres
Content
 Students:
 Compare the areas of regular and irregular shapes by informal means (ACMMG087)
 measure the areas of common twodimensional shapes using a squarecentimetre grid overlay, eg measure the area of a regular hexagon
 compare how different placements of a grid overlay make measuring area easier or harder, eg (Problem Solving)
 develop strategies for counting partial units in the total area of the shape, eg determine two or more partial units that combine to form one whole unit (Communicating, Problem Solving)

measure the areas of irregular shapes using a squarecentimetre grid overlay, eg
 compare two or more areas by informal means, eg using tiles or a squarecentimetre grid overlay
 explain why two students may obtain different measurements of the area of the same irregular shape (Communicating, Reasoning)
 Compare objects using familiar metric units of area (ACMMG290)
 estimate the larger of two or more rectangular areas (including the areas of squares) in square centimetres and then measure in square centimetres to compare the areas
 estimate the larger of two or more rectangular areas (including the areas of squares) in square metres and then measure in square metres to compare the areas
Background Information
Area relates to the measurement of twodimensional space in the same way that volume and capacity relate to the measurement of threedimensional space.
Students should appreciate that measuring area with a squarecentimetre grid overlay is more difficult when the shape to be measured is not rectangular (including not square). This leads to an appreciation of the usefulness of the various algebraic formulas for calculating areas that are developed in later stages.
Language
Students should be able to communicate using the following language: area, irregular area, measure, grid, row, column, parts of (units), square centimetre, square metre, estimate.
Refer also to language in Area 1.
National Numeracy Learning Progression links to this Mathematics outcome
When working towards the outcome MA2‑10MG the subelements (and levels) of Multiplicative strategies (MuS4), Interpreting fractions (InF1InF2) and Understanding units of measurement (UuM5UuM7) describe observable behaviours that can aid teachers in making evidencebased decisions about student development and future learning.
The progression subelements and indicators can be viewed by accessing the National Numeracy Learning Progression.