(We had thought about destroying another song, but decided against it. Still, people should stop to the listen to the great Rodriguez.)

The following are content-elaboration combos from Year 6 and Year 7 Measurement.

**CONTENT (Year 6 Measurement)**

**establish the formula for the area of a rectangle and use to solve practical problems **

**ELABORATIONS**

**solving problems involving the comparison of lengths and areas using appropriate units **

**investigating the connection between perimeter and area for fixed area or fixed perimeter, for example, in situations involving determining the maximum area enclosed by a specific length of fencing or the minimum amount of fencing required to enclose a specific area **

**investigating the relationship between the area of a parallelogram and the area of a rectangle by rearranging a parallelogram to form a rectangle of the same area and explaining why all parallelograms on the same base and of the same height will have the same area **

**CONTENT (Year 7 Measurement)**

**establish the formulas for areas of triangles and parallelograms, using their relationship to rectangles and use these to solve practical problems using appropriate units **

**ELABORATIONS**

**exploring the spatial relationship between rectangles and different types of triangles to establish that the area of a triangle is half the area of an appropriate rectangle **

**using dynamic geometry software to demonstrate how the sliding of the vertex of a triangle at a fixed altitude opposite a side leaves the area of the triangle unchanged (invariant) **

**using established formulas to solve practical problems involving the area of triangles, parallelograms and rectangles, for example, estimating the cost of materials needed to make shade sails based on a price per metre **

**CONTENT (Year 7 Measurement)**

**establish the formula for the volume of a prism. Use formulas and appropriate units to solve problems involving the volume of prisms including rectangular and triangular prisms **

**ELABORATIONS**

**packing a rectangular prism, with whole-number side lengths, with unit cubes and showing that the volume is the same as would be found by multiplying the edge lengths or by multiplying the height by the area of the base **

**developing the connection between the area of the parallel cross section (base), the height and volume of a rectangular or triangular prism to other prisms **

**connecting the footprint and the number of floors to model the space taken up by a building **

**representing threefold whole-number products as volumes, for example, to represent the associative property of multiplication **

**using dynamic geometry software and prediction to develop the formula for the volume of prisms **

**exploring the relationship between volume and capacity of different sized nets used by Aboriginal and Torres Strait Islander Peoples to catch different sized fish **

**exploring Aboriginal and Torres Strait Islander Peoples’ water resource management and the relationship between volume and capacity**