Te reo Māori terms
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Learning objective overview
Master Teaching Guide coverage for this objective.
Current NZC (2007)
GM5-3NA5-7
New NZC (2026)
NZC26-P4-ALG-ER-P-Y10-01
Resources
Terminology
- expression
- simplify
- compound shape
- like terms
- expand
Task goals
- Split a compound shape (an L-shape, a rectangle with a rectangular hole, a kite, or a trapezium) into simpler shapes (rectangles, or two triangles) before writing any algebra.
- Write each simpler shape's area as a product (or half-product) of its labelled sides, using algebraic terms or expressions rather than numbers.
- Expand any brackets and collect like terms to reach one fully simplified expression for the area.
- Set a simplified expression equal to a given area and solve the resulting linear equation for the unknown.
- Use a solved value in a follow-up calculation, such as finding the perimeter or evaluating the expression at a different given value.
Where this fits
What leads into this objective, and where it goes next.
Before
Recognising equivalent algebraic expressions
Expanding single brackets
Adding and Subtracting Expressions (Like Terms)
You are here
Compound shapes with algebra
Do
Simplifying and manipulating algebraic expressions involving sums, products, differences, and positive integer powers, by: collecting like terms; factorising using common factors; factorising quadratic expressions with a leading coefficient of 1; expanding products, including multiplying a single term by a bracketed term, and multiplying two expressions each of the form ax + b, where a and b are integers; factorising by grouping (i.e. using the distributive law) (e.g. x^2 + 2x − 8 = x^2 + 4x − 2x − 8 = x(x + 4) − 2(x + 4) = (x − 2)(x + 4))
Statement▸
Year 10 · Algebra · Equations and relationships
NZC26-P4-ALG-ER-P-Y10-01
For teachers
Need the fuller teaching notes for this objective? Open the Teacher guidance PDF.