• £15

Perimeter and area

Where do students struggle with perimeter and area, where do they come from, and what can we do to help our students?

Course overview

In this course we take a deep dive into the wonderful world of perimeter and area. 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:
  • Area from counting squares
  • Perimeter
  • Area of a quadrilateral
  • Area of a triangle

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

Where do the questions and data come from... and how can you get hold of them!
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

What students meet and when

When do students encounter the key ideas of perimeter and area?
1. The challenge
  • 2 mins
  • 37.2 MB
Image - The challenge
  • 30.7 KB
2. The results
  • 6 mins
  • 154 MB

Area from counting squares?

What do students do well at in terms of area from counting squares, where do they struggle, and what can we do to help?
1. Introduction
  • 1 min
  • 13 MB
2. What do students do well
  • 4 mins
  • 58.6 MB
3. Guess the misconception introduction
  • 2 mins
  • 23.8 MB
Question 1
  • 169 KB
4. Question 1 - the results
  • 5 mins
  • 132 MB
Question 2
  • 119 KB
5. Question 2 - the results
  • 3 mins
  • 48.7 MB
Question 3
  • 174 KB
6. Question 3 - the results
  • 3 mins
  • 97.1 MB
7. What can we do to help?
  • 1 min
  • 9.38 MB
8. Resource - SMILE cards
  • 6 mins
  • 123 MB
9. Resource - tricky shape
  • 5 mins
  • 68.7 MB
Image - tricky shape!
  • 174 KB
10. Resource - sequence of shapes
  • 3 mins
  • 69.3 MB
11. Reflection
  • 1 min
  • 15.2 MB

Perimeter

What do students do well at in terms of perimeter, where do they struggle, and what can we do to help?
1. Introduction
  • 1 min
  • 6.85 MB
2. What students do well
  • 5 mins
  • 84.7 MB
3. Guess the misconception introduction
  • 2 mins
  • 23.8 MB
Question 1
  • 91.7 KB
4. Question 1 - the results
  • 5 mins
  • 101 MB
Question 2
  • 194 KB
5. Question 2 - the results
  • 5 mins
  • 157 MB
Question 3
  • 111 KB
6. Question 3 - the results
  • 4 mins
  • 117 MB
7. Reflection
  • 1 min
  • 13.9 MB
8. What can we do to help?
  • 1 min
  • 9.38 MB
9. Resource - mixed attainment shape
  • 2 mins
  • 48.1 MB
10. Resource - perimeter overlearning
  • 3 mins
  • 38.4 MB
11. Resource - perimeter of rectangles
  • 3 mins
  • 65 MB
12. Reflection
  • 1 min
  • 20.8 MB

Area of a quadrilateral

What do students do well at in terms of area of a quadrilateral, where do they struggle, and what can we do to help?
1. Introduction
  • 1 min
  • 7.52 MB
2. What students do well
  • 3 mins
  • 43.3 MB
3. Guess the misconception introduction
  • 2 mins
  • 23.8 MB
Question 1
  • 97.5 KB
4. Question 1 - the results
  • 4 mins
  • 90.5 MB
Question 2
  • 191 KB
5. Question 2 - the results
  • 5 mins
  • 120 MB
Question 3
  • 130 KB
6. Question 3 - the results
  • 2 mins
  • 57.3 MB
Question 4
  • 132 KB
7. Question 4 - the results
  • 3 mins
  • 72.1 MB
8. Reflection
  • 2 mins
  • 28.1 MB
9. What can we do to help?
  • 1 min
  • 9.38 MB
10. Resource - dynamic geometry demonstration
  • 9 mins
  • 17 MB
11. Resource - pondering about parallelograms
  • 7 mins
  • 111 MB
12. Resource - equable parallelograms
  • 3 mins
  • 36.3 MB
13. Reflection
  • 2 mins
  • 27.3 MB

Area of a triangle

What do students do well at in terms of area of a triangle, where do they struggle, and what can we do to help?
1. Introduction
  • 1 min
  • 8.75 MB
2. What students do well
  • 4 mins
  • 57.7 MB
3. Guess the misconception introduction
  • 2 mins
  • 23.8 MB
Question 1
  • 119 KB
4. Question 1 - the results
  • 2 mins
  • 23.7 MB
Question 2
  • 168 KB
5. Question 2 - the results
  • 5 mins
  • 90.1 MB
Question 3
  • 125 KB
6. Question 3 - the results
  • 3 mins
  • 48.6 MB
7. Reflection
  • 1 min
  • 5.32 MB
8. What can we do to help?
  • 1 min
  • 9.38 MB
9. Resource - area of a triangle demonstration
  • 7 mins
  • 221 MB
10. Resource - fractions of a rectangle
  • 2 mins
  • 55.6 MB
11. Resource - triangle various ways
  • 3 mins
  • 42.3 MB
12. Resource - area of a triangle grid
  • 2 mins
  • 36.6 MB
13. Reflection
  • 1 min
  • 18.2 MB

Wrap-up

A few things before we say goodbye
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
Preview

Links to my other work

Here are some links to my other work that you may (or may not!) be interested in
My books
  • 35.2 KB
My podcasts
  • 73.5 KB
My websites
  • 34.1 KB
Other stuff!
  • 72.2 KB