![]() ✰ We have worksheet for all the other parts of the Higher and Foundation GCSE spec. → Each worksheet can be used for classwork, homework or assessment. For students between the ages of 11 and 14. → Full marking grids are included so students have a **gap-analysis** of what they understand and what they need to improve in each topic area. Learn about perimeters and how to calculate the perimeter of a simple shape with this BBC Bitesize Maths article. → **skill** and **mastery** questions to secure initial understanding and then explore deeper understanding. → a double-sided PDF worksheet with **questions and answers**. → **skill** and **mastery** questions so students can understand the basics whilst also mastering the topic. → full working out and answers for all questions so students can identify where they have made mistakes. → model solutions to key questions in the topic, followed by questions for the students to do. If you are teaching **Area and Perimeter** on the **Foundation Tier** this bundle includes all you need. Triangle and Algebra Advanced Problem Tes paid licence How can I reuse this?Īrea and Perimeter PowerPoints, Worksheets + Answers (Foundation GCSE) Complete Pack The download includes the Questions PDF and the Answers PDF. The worksheet has skill and mastery questions and a full marking grid so students have a gap-analysis of what they understand and what they need to improve. The questions are sequenced so that pupils can begin to see and notice the shifting of perimeters, as a link with compound perimeter problems and visualising the sliding of parallel lines to make lengths.A double-sided PDF worksheet with questions and answers on Area and Perimeter. I’ve struggled to find it for the last few weeks so I’ve made my own version. 5-a-day GCSE 9-1 5-a-day Primary 5-a-day Further Maths More. There was a resource I used to use years ago around ‘nibbled’ perimeters. “Move the end on one across and add two to the top and bottom to complete the rectangle.” “You’d add four lines on and then off the double line inside.” “You’d add three lines on and then take off the one on the inside.” ![]() Showing pupils some maths and asking them to explain it is powerful AfL for us as teachers to see where kids are at with communicating maths through a speech, a precursor of writing it down.įor the above conditions I had the following responses: “Year 7, some people might look at this and think that four squares will have a perimeter of 10 units, but watch this!”įollowing with this up with reasoning around why adding a square in a line is a definite way to increase the perimeter by two helps train pupils out of that ‘there’s always just a right or wrong answer in maths’, and brings in increasing conditions for mathematical knowledge. ![]() No matter what the level of mathematics in lesson (the above screenshot and the one below were taken from our year 7 nurture group) conjecture and argument have a place.Īgain, the aim is not to catch pupils out with the 4 squares also having a perimeter of 8, but was presented in a way that is a big sneaky secret. Even in the task below, it took a lot of modelling and using the visualiser to get them to look at individual line segments rather than the number of lines in the shape. Secondly, pupils really struggled divorcing the number of squares (we’re avoiding the word area here) from the perimeter. (Similarly, Pilot V Board Master Chisel Tip Medium Refillable pens? No contest. This post, and the subsequent post, address two approaches I’ve taken.įirstly, I can’t recommend projecting a square excel spreadsheet on the board with border shading enough for a quick and dirty square whiteboard. Separating perimeter from area has a whole host of benefits in allaying misconceptions around dimensional differences between lengths and areas, but this often means that reasoning and teaching to greater depth with perimeter exclusively can be more challenging.
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