EDEXCEL FUNCTIONAL SKILLS PILOT

Maths Level 2
Chapter 5
Working with shape and space
SECTION H 1 Perimeter 75
2 Area 77
3 Volume 79
4 2-D Representations of 3-D Objects 81
5 Remember what you have learned 82

© Pearson Education 2008 Functional Maths Level 2 • Chapter 5 Draft for Pilot
 EDEXCEL FUNCTIONAL SKILLS PILOT

Maths Level 2
Su Nicholson

Draft for pilot centres

Chapter 1: Working with Whole Numbers procedures and adopt an organised approach to the task.
Chapter 2: Working with Fractions, Decimals & The teacher may provide guidance, but learners should
Percentages make their own decisions about finding the solutions to
Chapter 3: Working with Ratio, Proportion, Formulae the task.
and Equations The inclusion of Apply the skills in the Teacher’s Notes
Chapter 4: Working with Measures for each section, aims to provide real-life scenarios
Chapter 5: Working with Shape & Space to encourage application of the skills that have been
Chapter 6: Working with Handling Data practised. To make the most of them, talk through how
Chapter 7: Working with Probability the tasks require the use of the skills developed within
Chapter 8: Test preparation & progress track the section. The tasks can be undertaken as small-group
How to use the Functional mathematics materials activities so that the findings from each group can be
compared and discussed in a whole-group activity. The
The skills pages enable learners to develop the skills scenarios can be extended and developed according
that are outlined in the QCA Functional Skills Standards to the abilities and needs of the learners. As part of
for mathematics. Within each section, the units provide the discussion, learners should identify other real-life
both a summary of key learning points in the Learn the situations where the skills may be useful.
skill text, and the opportunity for learners to develop
skills using the Try the skill activities. The Remember Published by Pearson Education, Edinburgh Gate,
what you have learned units at the end of each section Harlow CM20 2JE
enable learners to consolidate their grasp of the skills © Pearson Education 2008
covered within the section.
All Functional Skills standards are covered in a clear and This material may be used only within the Edexcel pilot
direct way using engaging accompanying texts, while centre that has retrieved it. It may be desk printed
at the same time familiarising learners with the kinds and/or photocopied for use by learners within that
of approaches and questions that reflect the Edexcel institution. All rights are otherwise reserved and no
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The Teacher’s Notes suggest one-to-one, small-group and otherwise without either the prior written permission of
whole-group activities to facilitate learning of the skills, the Publishers or a licence permitting restricted copying
with the aim of engaging all the learners in the learning in the United Kingdom issued by the Copyright Licensing
process through discussion and social interaction. Agency Ltd, Saffron House, 6–10 Kirby Street, London
Common misconceptions for each unit are addressed, EC1N 8TS.
with suggestions for how these can be overcome.
One important aspect of Functional mathematics First published 2008.
teaching is to ensure that learners develop the necessary
Typeset by Oxford Designers & Illustrators, Oxford
process skills of representing, analysing and interpreting.
At Level 2, learners should select the methods and

Draft for Pilot Functional Maths Level 2 • Chapter 5 • © Pearson Education 2008
 Working with shape and space 5

H Working with perimeter,

area, volume and nets
You should already know how to:
✓ work out the perimeters of simple shapes
✓ work out the areas of rectangles
✓ work out volumes of simple solids, such as cuboids
✓ solve problems, using the mathematical properties of regular 2-D shapes
✓ draw 2-D shapes in different orientations
✓ tesselate 2-D shapes.

By the end of this section you will know how to:

find perimeters and areas of regular shapes
find areas of composite shapes
find volumes of regular shapes
solve problems in three dimensions
use 2-D representations of 3-D objects.

1 Perimeter
Learn the skill
The perimeter of a
shape is the total length
of its boundary. W
For a rectangle, the perimeter,
P, is given by the formula:
L Tip
P = 2(l + w)
π is a special number, equal to
where l is the length and w is NCE # the ratio of the circumference
the width. FERE of a circle to its diameter.
UM
π is an irrational number,
C
CIR

The perimeter of a circle

DI R which means it cannot be
is called its circumference. AM US
ET RAD
I written as a fraction.
The circumference, C, of a circle ER π is approximately equal to
can be written in two ways: D
3.142.
The π key on your calculator
■ C = πd where d = diameter
gives π to more places of
■ C = 2πr where r = radius decimals 3.141592654

© Pearson Education 2008 Functional Maths Level 2 • Chapter 5 • page 75 Draft for Pilot
 Example 1: A circular pond, 3.6 metres in diameter, M
has a fence around it, at a constant distance of
0.6 metres from the edge. Find the length of the fence.

You first need to find the radius of the outer circle which is M
dotted in the diagram. The diameter of the pond is 3.6
metres, so the radius is 3.6
2 metres = 1.8 metres. This
means the radius of the outer circle is 1.8 + 0.6 = 2.4 m.
Circumference = 2πr, so the length of the fence is 2 x π x 2.4.
Using the π key on your calculator gives 15.07964474 metres.
Your answer can only be as accurate as the information you
are given. As the lengths are given to 0.1 m, the length of the
fence should be given as 15.1 metres.
Answer: 15.1 metres

Try the skill

1. A cake shop sells birthday cakes that are 20 cm in
diameter. What is the shortest length of ribbon that would
fit round the outside of the cake?

2. The plan shows the dimensions of an L-shaped sitting M

room. The house owner wants to buy skirting board to go
M

around the edge of the room, leaving gaps at the doors. M CM


What is the shortest length of skirting board he can buy?

M
M
CM

3. A semicircular window has 

M
a diameter of 1.6 m. The
.OT DRAWN TO SCALE
window frame is made of
plastic strips along the
outside edge. What is the
total length of the plastic
strip around the window M
frame?

4. A lawn has the shape of a rectangle with one semicircular

end. There is concrete edging around the outside of the M
lawn. What is the length of the concrete edging?

M

Draft for Pilot Functional Maths Level 2 • Chapter 5 • page 76 © Pearson Education 2008
 Working with shape and space 5

2 Area
Learn the skill
The area of a shape is a measure of the amount of space Tip
it covers.
Metric units of area are mm2,
For a circle the area, A, is given by the formula: cm2, m2 and km2.
A = πr2, where r is the radius.
Example 1: The diameter of a dart board is 45 centimetres.
What is the area of the dart board?
45
The radius of the dart board is 2 = 22.5 cm . Remember
Area = πr2= πx 22.52 = 1590.43 cm 2
Follow the BIDMAS rule and
Answer 1590 m2 work out r2 first. r2 means r × r.

You work out the area of a composite shape by splitting it

into simple shapes.
Example 2: This kitchen floor is to be covered in cushioned
vinyl. What area of cushioned vinyl is needed? M

Split the L-shaped room into two rectangles A and B.

Area of A Area of B M
= 4.5 × 5 ! = 2.5 × (7 – 4.5)
M
= 22.5 m2 " = 2.5 × 2.5 = 6.25 m2
M
M
Total area = 22.5 + 6.25 = 28.75 m2 .OT DRAWN TO SCALE
Answer: 28.75 m2

Example 3: The diagram shows the plan of a patio. The

patio is to be paved with square paving slabs with sides of
M
0.5 metres. How many paving slabs will it take?
M
Work out how many paving slabs would be needed for the M
full rectangle and then take away the number that would be
needed in the cut-out piece.
The slabs are 0.5 m long, so two are needed for every metre. M

.OT DRAWN TO SCALE
For the 10 m width, 20 slabs are needed.
For the 6 m length, 12 slabs are needed.
Number of slabs for the whole rectangle = 20 × 12 = 240.
The cut-out piece is 2 m by 2 m.
This would take 4 × 4 = 16 slabs.
The total is 240 – 16 = 224 paving slabs.
Answer: 224

© Pearson Education 2008 Functional Maths Level 2 • Chapter 5 • page 77 Draft for Pilot
 You sometimes need to find the area of a triangle.
Tip
The area of a triangle =
1 The area of this triangle is
2 × base × perpendicular 1
2 × 6 × 5 = 15 cm
2
height 5 cm
perpendicular
height
base
6 cm

Try the skill

1. The diagram shows a work surface in a kitchen. M
a What is the area of the work surface? M


M
.OT DRAWN TO SCALE

b The worktop is to be covered with square tiles, each

M

measuring 4 cm by 4 cm. How many tiles are needed to
cover the worktop?

2. In the 2006 World Cup, circles of cloth were used to cover

the centre circle at the start of each match. The radius of
a centre circle is 9.15 m and 12 football pitches were used.
Estimate the total area of cloth used.

4m
4m
3. The diagram shows a wall of a room, 4 m wide and 2.5 m
high, which is to be painted. The door is 0.9 m wide and
2 m high. What area of wall needs to be painted? 2.5m
2m

0.9m
4.5m Not drawn to scale

4. A sheet of card is 20 centimetres by 30 centimetres. What is

the maximum number of circular name badges, of diameter
60 millimetres, that can be cut from this piece of card?

5. The diagram shows the floor plan of an office. Tip

What is the area of the floor? 40m
40m
Split into a
rectangle and
50m a triangle.

40m
Not drawn to scale 55m

Draft for Pilot Functional Maths Level 2 • Chapter 5 • page 78 © Pearson Education 2008
 Working with shape and space 5

3 Volume
Learn the skill
The volume of a 3-D shape is a
measure of the amount of space it Remember
occupies. H Metric units of volume are
The volume of a cuboid is l × w × h mm3, cm3, m3 and km3.
where l = length, w = width and
L W
h = height.
R
The volume, V, of a cylinder is: Remember
V = πr2h πr2h means π × r2 × h
where r is the base radius and H
Follow the BIDMAS rule and
h is the height. work out r2 first.
CM

Example 1: A can of cola has a

diameter of 6 cm and a height of 12 cm. CM
What is the volume of the can?

.OT DRAWN TO SCALE Remember

The diameter is 6 cm so the radius is 3 cm. 1 litre = 1 000 cm3 = 1 000 ml
Volume = πr2h = π × 32 × 12 = 329 cm3 This means the can will hold
Answer: 324 cm3 324 ml of liquid.

You may need to solve problems in three dimensions.

Example 2: A tin of shoe polish is 8 cm in diameter and
2 cm high. The shoe polish must be stored in an upright
position. How many tins of shoe polish will fit into a carton
that is 40 cm long by 32 cm wide by 10 cm high? Test tip
A sketch diagram can help you
CM understand the question:
CM CM
 CM
.OT DRAWN TO SCALE CM CM

The base of the carton is 40 cm by 32 cm.

The tins are 8 cm wide.  CM
This means that 40 8 = 5 tins will fit along one edge and
32
8 = 4 tins will fit along the other edge.
So a total of 5 × 4 = 20 tins will fit on the bottom of the
carton.
10
The carton is 10 cm high, which means 2 = 5 tins will fit, one Tip
on top of another.
A plan is a view from above.
The total number of tins in the carton is 20 × 5 = 100. A view from the front is called
Answer: 100 a front elevation.

© Pearson Education 2008 Functional Maths Level 2 • Chapter 5 • page 79 Draft for Pilot
 Try the skill
1. A cube has sides of length 8 cm. What is the volume of
the cube?

 CM

.OT DRAWN
TO SCALE
2. What is the volume of the recycling box shown in the
diagram? CM
 CM

 CM
CM 
CM
CM

.OT DRAWN TO SCALE

3. A waste bin is in the shape of a cylinder. The diameter
of the base is 20 cm and the height is 25 cm. What is the  CM
CM
volume of the waste bin?

CM

4. A polytunnel for growing plants has a semi-circular

opening. The diameter of the opening is 14 feet and the
length is 10 feet. The air inside the polytunnel needs to
be heated to grow the plants. What is the volume of air
inside the polytunnel in cubic feet?

 FEET
 FEET

5. A crate is 24 cm by 18 cm by 15 cm. It is to be packed with

boxes that are 8 cm by 6 cm by 5 cm. What is the largest  CM
CM
number of boxes that can fit in the crate? CM
CM
CM
 CM CM
CM CM
CM
 CM
CM
.OT DRAWN TO SCALE

6. A firm makes circular drink mats, of radius 4.5 cm, that

are 3 mm thick. They want to produce a rectangular box to
hold a pile of 12 mats. What are the minimum dimensions
of the box?

Draft for Pilot Functional Maths Level 2 • Chapter 5 • page 80 © Pearson Education 2008
 Working with shape and space 5

4 2-D representations of 3-D objects

Learn the skill
Three dimensional shapes have edges, vertices, (corners) and faces.
You should familiarize yourself with the following 3-D shapes and
the number of faces, edges and vertices.

3-D shape Number of faces Number of edges Number of vertices

cube
6 12 8

cuboid
6 12 8

cylinder
3 2 0

square-based
5 8 5
pyramid

triangular
5 9 6
prism

A shape which can be folded

up to form a 3-D shape is
called a net. The following
are examples of nets for
common 3-D shapes.

Try the skill

1. Draw a net for a cylinder.

2. Draw a net for a triangular based pyramid.

a how many faces, edges and vertices does a triangular based pyramid have?

3. Draw a net for a cube with sides of length 4 centimetres.

a what is the total area of your net?
b what is the total length of the edges of the cube?

4. Complete the following table:

3-D shape Shape of faces
cube
cuboid
cylinder
square based pyramid
triangular prism

© Pearson Education 2008 Functional Maths Level 2 • Chapter 5 • page 81 Draft for Pilot
 5 Remember what you have learned
Learn the skill
The of a shape is the total length of its boundary.
The perimeter of a circle is called its .
The of a shape is the amount of space it covers.
The of a 3-D shape is the amount of space it occupies.
You should know these formulae:
of a = πd or 2πr
of a = length × width
1
of a = 2
× base × perpendicular height
of a = πr2
of a = length × width × height
of a = πr2h

Use the skill

1. The diagram shows M

the floor plan of A 16.5 m2
an office.
B 20 m2
What is the area M
of the floor? M C 20.5 m2
D 22 m2

.OT DRAWN
TO SCALE
M


2. The diagram shows a

running track made up A 294 m
of a rectangle with two M
 M
B 326 m
semicircular ends.
What is the total length C 389 m
M
around the outside edge .OT DRAWN TO SCALE
D 577 m
of the running track?

3. What is the total area of the running track?

A 6000 m2
B 6296 m2
C 8827 m2
D 11655 m2

Draft for Pilot Functional Maths Level 2 • Chapter 5 • page 82 © Pearson Education 2008
 Working with shape and space 5
4. A cylindrical water butt has a diameter of 50 cm and is
80 cm high. A 15.7 litres
What is the maximum amount of water it can hold? B 62.8 litres
C 157 litres
D 628 litres

 CM
Remember
1 litre = 1000 cm3

 CM

5. The diagram shows the dimensions of the baskets inside a

freezer.

16cm

48cm
45cm
54cm
48cm
Not drawn to scale

The baskets are packed with blocks of ice-cream, in

packets with dimensions as shown in the diagram.
A 7
Not drawn to scale
B 12
7cm
C 14
12cm 18cm
12cm D 24
What is the maximum number of ice-cream blocks that can
fit into the basket?
A 625
6. Plastic ice cube trays make ice cubes that measure 2 cm by
2 cm by 2 cm. B 833
How many ice cubes can be made from 5 litres of water? C 834
D 1250

© Pearson Education 2008 Functional Maths Level 2 • Chapter 5 • page 83 Draft for Pilot