In this course we take a deep dive into the wonderful world of decimals. Using data from 200+ million answers on my Diagnostic Questions website we see what students do well at, where they struggle, and what we can do to help them.
The areas we cover are:
Place value and ordering
Working with 0.1, 0.01, 10, 100 etc
Addition and subtraction with decimals
Multiplication with decimals
Division with decimals
Related place value calculations
This workshop is ideal to enhance your subject knowledge, as well as providing a framework for planning sequences of lessons that can be applied to all topics in mathematics.
This course can be completed on your own, with a colleague, or as a department*.
It is suitable for secondary school teachers (teaching students age 11 to 16) and also primary teachers teaching Years 5 and 6 (9 to ll year olds).
For answers to the most frequently asked aspects of my online courses, please visit the FAQs section at the bottom of the homepage here.
*Please note: The prices of the course is per person. It is not permitted to buy a single log-in and then share it with colleagues, or show the videos to a number of people at a meeting or training event. Hopefully you agree that the courses represent good value for money, and I need to ensure I protect my livelihood. If you wish to discuss bulk purchase discounts or using my materials in another form, please drop me an email at mrbartonmaths@gmail.com. Thanks so much for your understanding.
Video introduction
Contents
Background
How can you access all the questions and data used in this course?
1. Where do the questions come from?
3 mins
46.8 MB
2. Where does the data come from?
2 mins
25 MB
3. How to get the data and explanations
2 mins
14.9 MB
4. A few thoughts about mistakes and misconceptions
10 mins
167 MB
Decimals: What do students meet and when?
When do our students first encounter the key concepts involving decimals?
A quiz!
3 mins
52.2 MB
Decimals: What do students meet and when?
63.4 KB
The answers!
7 mins
202 MB
Decimals: Place value and ordering - misconceptions
Where do students struggle with place value and ordering?
Where students go wrong - introduction
1 min
11.7 MB
What students do well
3 mins
34.5 MB
Q1
93.4 KB
Q1 - data
3 mins
49.6 MB
Q2
88.6 KB
Q2 - data
4 mins
67.5 MB
Q3
80.9 KB
Q3 - data
3 mins
35.9 MB
Q4
77.2 KB
Q4 - data
2 mins
41.7 MB
Q5
172 KB
Q5 - data
3 mins
6.41 MB
Reflection
1 min
7.38 MB
Decimals: Place value and ordering - methods and mastery
How can we help our students better understand place value and ordering?
1. Conceptual Thinking
16 mins
366 MB
2. Words Matter
7 mins
132 MB
3. Visualisation
8 mins
163 MB
4. Number Lines
11 mins
214 MB
5. Decimals - Introductory Tasks
8 mins
179 MB
6. Decimals - Seeking Inspiration
6 mins
112 MB
Decimals: Working with 0.1, 0.01, 10, 100 etc - misconceptions
Where do students struggle with 0.1, 0.01, 10, 100 etc?
What students do well
2 mins
24.7 MB
Q1
143 KB
Q1 - data
2 mins
52.1 MB
Q2
72.4 KB
Q2 - data
2 mins
30.6 MB
Q3
72.2 KB
Q3 - data
4 mins
56.8 MB
Reflection
1 min
7.13 MB
Decimals: Working with 0.1, 0.01, 10, 100 etc - methods and mastery
How can we help our students with 0.1, 0.01, 10, 100 etc?
1. Powers of 10
5 mins
113 MB
2. Using calculators
7 mins
168 MB
3. Equivalence of multiply and divide
4 mins
72 MB
Decimals: Addition and subtraction - misconceptions
Where do students struggle with adding and subtracting decimals?
1. What do students do well
4 mins
52.7 MB
Q1
70.9 KB
Q1 - data
3 mins
72.1 MB
Q2
69.8 KB
Q2 - data
2 mins
30.1 MB
Q3
69.2 KB
Q3 - data
3 mins
54.4 MB
Reflection
1 min
10.4 MB
Decimals: Addition and subtraction - methods and mastery
How can we help our students with adding and subtracting decimals?
Addition and Subtraction
7 mins
136 MB
Decimals: Multiplication - misconceptions
Where do students struggle with multiplying decimals?
What students do well
3 mins
39.2 MB
Q1
69.2 KB
Q1 - data
4 mins
83.5 MB
Q2
70.5 KB
Q2 - data
3 mins
46.3 MB
Q3
120 KB
Q3 - data
3 mins
58.7 MB
Reflection
1 min
5.17 MB
Decimals: Multiplication - methods and mastery
How can we help our students with multiplying decimals?
1. Multiplication Methods
14 mins
314 MB
Questions to try
36.5 KB
2. Multiplication Tasks
4 mins
80.7 MB
3. Using calculators in multiplication
6 mins
147 MB
Decimals: Division - misconceptions
Where do students struggle with dividing decimals?
Q1
83.6 KB
What students do well
3 mins
35.9 MB
Q1 - data
3 mins
47.3 MB
Q2
86.8 KB
Q2 - data
4 mins
96 MB
Q3
122 KB
Q3 - data
4 mins
72.8 MB
Reflection
1 min
6.68 MB
Decimals: Division - methods and mastery
How can we help our students with dividing decimals?
1. Division concepts
7 mins
137 MB
2. Exploring division with calculators
4 mins
95.9 MB
3. Division tasks
4 mins
79.1 MB
Decimals: Related place value calculations - misconceptions
Where do students go wrong with related place value calculations?
What students do well
3 mins
40.5 MB
Q1
118 KB
Q1 - data
3 mins
64.2 MB
Q2
83.4 KB
Q2 - data
3 mins
55.4 MB
Reflection
1 min
7.76 MB
Decimals: Related place value calculations - methods and mastery
How can we help our students with related place value calculations?
Related calculations
8 mins
144 MB
Decimals: Extra resources from our sponsors
Resources for this section of the course from White Rose and AQA
1. White Rose Maths - place value
2.86 MB
2. White Rose Maths - arithmetic
2.14 MB
AQA - FDP quiz.pdf
72.7 KB
Wrap-up
Bringing everything you have learned in this course together
1. A possible planning structure
7 mins
147 MB
IMAGE - A possible planning structure
353 KB
2. Reflection
4 mins
94.7 MB
3. My online courses
5 mins
111 MB
Links to my other work
Here are some of the other things I do!
My books
35.2 KB
My podcasts
73.5 KB
My websites
34.1 KB
Other stuff!
72.2 KB
FAQs
Is this course suitable for primary school teachers?
Craig and Jo are secondary school teachers, and make no claims to be exerts in the primary domain. However, students encounter two of the areas covered - decimals and coordinates - as early as Year 4, and Craig and Jo discuss students' early experiences, the misconceptions they hold and the approaches that will help them better understand these areas. In addition, the general approach to planning and teaching shared in this course should transfer across to the primary domain. So teachers of Years 4 to 6 should find the course useful and relevant.
Is this course suitable for non-UK teachers?
Absolutely! Whilst Craig and Jo make reference to the English National Curriculum when describing students' journeys with these ideas, the misconceptions, methods and resources shared are relevant no matter where teaching and learning takes place.
How long can I access the course content for?
As long as this platform exists! That is one of the key advantages of an online course - you can go back over the content again and again.
If, for whatever reason, the platform shuts down or we need to remove content, we will give you as much notice as possible (we will aim for at least 6 months) so you can complete the course.
In addition, from time to time we may update the course content with new videos, resources and ideas. We will email you when this happens and you will have access to this as well for no extra cost.
Can I pay with an invoice instead of online?
The easiest way to pay is online. The service accepts all major cards as well as PayPal. Paying this way gives you immediate access to the course.
But if you need to pay via invoice, then no problem! Just send an email to mrbartonmaths@gmail.com with details of:
1. The email addresses of the delegates taking the course
2. Your school name and address
3. Who to email to invoice to
Then I will send you an invoice and register your colleagues on the course.
Can I get a VAT receipt?
Of course!
If you have paid online, just login, click on the drop-down menu next to your picture on the top-right of the screen, select Billing and you can print off your VAT receipt(s) there.
If you pay-offline (by emailing me as described above) then I will email you an invoice which will serve as your VAT receipt.
Can I buy one pass and then share it with my colleagues?
I am afraid not. The price of each course is per person.
Each person who pays for the course has their own log-in details, so the platform can keep track of their individual progress. This allows you to log back on using any device and pick up where you left off.
Can I share the videos and resources from the course in a departmental meeting?
If everyone in your department has purchased a course pass, then absolutely! Indeed, this is a great way to make use of the course - discussing the misconceptions as a team, sharing your own experiences, and then enjoying trying out and reflecting on the methods, activities and resources shared.
However, if just one or two colleagues have purchased a pass, then you are not permitted to share the materials with others.
We have purposely keep the cost of this course as low to allow as many teachers as possible to access it, and as you will see below there are discounts available for departments. Please respect this if considering sharing the materials.
Can I show the videos as part of a meeting or training event?
I am afraid not. The price of the course is per person.
If you wish to discuss using the materials as part of a meeting or training event, please email me at mrbartonmaths@gmail.com.
Are there discounts available?
Absolutely!
As discussed above, we really want teachers to use these materials collaboratively.
If you want to purchase a bundle of passes for the courses, then we offer the following discount:
For every 5 course passes you buy, you get the next 1 free
To take advantage of this offer you will need to pay via invoice. Just drop me an email at: mrbartonmaths@gmail.com
If you want to purchase 50+ plus course passes (perhaps you are an academy chain wanting to buy for several of you maths departments, or a PGCE tutor wanting your cohort of students to have access), or there are other circumstances that may qualify you for an extra discount, then let me know via email and we can work out a deal.
