# Unit 11 Fractions and decimals

Size: px
Start display at page:

Transcription

1 Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole; such as 1 3 or 5 and mixed numbers such as 5 3 4; recognise the equivalence of simple fractions (e.g. fractions equivalent to 1, 1 4 or 3 4). Identify two simple fractions with a total of 1. Page Order simple fractions; for example decide whether fractions Page such as 3 or 7 10 are greater or less than one half. Understand decimal notation and place value for tenths and Page hundredths and use it in context, e.g. order amounts of money; convert a sum of money such as Year 3 Link Objectives Year 5 Recognise unit fractions such as 1, 1 3, 1 4, 1 5, and use them to find fractions of shapes and numbers. Begin to recognise simple fractions that are several parts of a whole, such as 3 4, 3, or Begin to recognise simple equivalent fractions; for example five tenths and one half, five fifths and one whole. Compare familiar fractions; for example know that the number one half lies between one quarter and three quarters. Estimate a simple fraction. Use fraction notation, including mixed numbers, and the vocabulary numerator and denominator. Change an improper fraction to a mixed number. Recognise when two simple fractions are equivalent, including relating to hundredths to tenths. Order a set of fractions such as, 3 4, 1 3 4, 1, 1 1, and position them on a number line. Use decimal notation for tenths and hundredths. Know what each digit represents in a number with up to two decimal places. Order a set of numbers or measurements with the same number of decimal places. Round a number with one or two decimal places to nearest integer. This Unit Plan is designed to guide your teaching. You will need to adapt it to meet the needs of your class. Resources needed to teach this unit: Resource sheets 11.1 to 11.5 Activity sheet 11.1 Activity sheet 11. Activity sheet 11.3 Activity sheet 11.4 OHT 11.1 OHT 11. OHT 11.3 strips of paper with subdivisions Whiteboards Clock face

2 Planning Day One Unit 11 Fractions and Decimals Term: Spring Year Group: 4 sheet Oral and Mental Main Teaching Objectives and Vocabulary Teaching Activities Objectives and Vocabulary Teaching Activities Count on or back in equal steps of 1, 1 4, 1 3. Write 1 on board. Ask children to count in steps of 1 forwards and backwards, e.g. zero one half two halves three halves, etc. Write on the board... Recognise simple fractions that are several parts of a whole. Identify two simple fractions with a total of 1. Attach 6 strips of paper to the board as shown below with 5 of the strips divided into, 3, 4, 5 and 6 respectively. Q If you can see one sixth, what is hidden? Add 1 6 and 5 6 to the table. Use this to demonstrate how one sixth and five sixths together make six sixths, one whole. Write up = 6 6 = 1 whole. Repeat with other combinations. Plenary Teaching Activities / Focus Questions Draw up on the board some of the children s fraction stories and ask them to explain them to the class. Draw up a fraction such as: VOCABULARY zero half halves quarter third Point to the marker between 0 and 1. Agree it is 1. Point to the other markers and ensure children can read these as one and a half, two and a half etc. Get children to count in steps of 1 this time using zero, half, one, one and a half, etc. Add to the number line 1, 1 1, 1 etc Q What does this represent? Q What is five halves the same as? Q How else could we say it? Q How many halves are there in 3 1? Encourage children to use the number line to confirm 3 1 is seven halves. Repeat establishing equivalents for other numbers. Extend to quarters and thirds. VOCABULARY equal parts one whole divide fifths, sixths, eighths part fraction RESOURCES 6 strips of paper Activity sheet 11.1 Activity sheet 11. Q How many whole strips do we have? Agree that there are 6 strips and that 5 of the strips are divided into, 3, 4, 5, 6. Point to the second strip and cover up one of the halves. Q What fraction of the strip has been hidden? Q What fraction of the strip can you see? Repeat, hiding different parts of the strips and asking children what is hidden and what can be seen. Write on the board the table: Can see Hidden Q If you can see three quarters, how many quarters are hidden? Write 3 4 in the Can see box. With the class establish that 1 4 is hidden and write that in the Hidden box. Repeat. On the board draw a rectangle,divided into parts as shown below. Establish each part is one eighth. Shade in parts and write the fraction story beside the rectangle. + 6 = = 1 whole Give children Activity sheet 11.1 with shapes divided into quarters, fifths, sixths and eighths. Ask them to shade sections and write the fraction story beside their drawing. Q What fraction story can you give me for this? Q Can you give me another story from the same picture? Use this approach to introduce the equivalence between fractions, i.e. 3 6 and 1. HOMEWORK Give each child Activity sheet 11. and explain the instructions. By the end of the lesson the children should be able to: Recognise that simple fractions are several parts of a whole, e.g. 3 5 is 3 parts out of 5; Give the corresponding fraction to make a total of 1. (Refer to supplement of examples, section 6, page.)

3 Planning Day Two Unit 11 Fractions and Decimals Term: Spring Year Group: 4 sheet Oral and Mental Main Teaching Objectives and Vocabulary Teaching Activities Objectives and Vocabulary Teaching Activities Recognise simple fractions. Identify two simple fractions with a total of 1. VOCABULARY fifths RESOURCES Activity sheet 11. strips of paper Attach to the board as shown the 6 strips of paper from Day 1. This time include an eighths strip. Ask children to look at their homework on Activity sheet 11., and to identify the strip on the board that corresponds to the first strip on this sheet. Cover up one part of this strip. Q What fraction of the strip is hidden? Agree it is 1 5. Write next to the strip fifths and 1 5. Select children s homework responses and use these to ask the class questions. Ask children to read out their fraction statements for fifths and as they do illustrate these using the strips. Repeat for the other homework questions, generating speed and accuracy of response from the children. Recognise simple fractions that are several parts of a whole. Recognise the equivalence of simple fractions. VOCABULARY thirds quarters fifths sixths eighths tenths twelfths twentieths equal to equivalent fractions equivalence RESOURCES Activity sheet 11.3 Discuss the children s homework. Add a tenths strip to those on the board. Establish it is a tenths strip. Cover up different parts of the strip to generate fraction stories. Cover up 7 parts. Q What fraction can we see? What fraction is hidden? Record = = 1 whole. Repeat. Take down the halves strip. Fold it in half at the line on the strip and show the class. Attach the folded strip to the board. Q What fraction of the strip can you see? Agree it is half of the strip. Write on the board 1. Q What other strips can be folded this way? Take the quarters strip and fold in half at the line on the strip. Show the class. Attach to the board. Q What fraction of the strip can you see? Agree it is quarters and is the same length as the 1. Add to the board 1 = 4. Repeat with the sixths and eighths strip to generate 1 = 4 = 3 6 = 4. Q What do you think the next fraction will be? Agree it is 5 10 and confirm this with the tenths strip. Generate other half equivalences with the class. Q What if the strips were divided into twelfths...? Unfold the strips. Generate equivalences for 1 3, 1 4, 3, 3 4, folding strips to help demonstrate equivalences. Draw on the board three large number lines: Count with class along the top line 0, 1, = 1 whole. Q What step size will we need to count in on the second number line? Agree it is quarters and count with the class, recording as you count Repeat for last number line in eighths. Point to 1. Q Which other fractions are in the same position? Agree these are 4 and 4 and link these to the earlier equivalents generated using the strips. Give children Activity sheet Discuss the lines with the children and ask them to mark on fifths and tenths or thirds and sixths. Check children have done this correctly and ensure they have written 5 5 = 1 etc. Ask children to identify equivalent fractions. 3 4 = =1 Plenary Teaching Activities / Focus Questions Collect children s answers and record equivalences on the board by modelling on the number line. E.g; Q What other strips might we use to find more fractions equivalent for fifths and tenths? Q How might we divide a number line up to get these fractions? After discussion, divide line into twentieths, point to divisions and ask children to name fractions. Determine equivalent fractions. By the end of the lesson the children should be able to: Begin to recognise the equivalence between halves, quarters and eighths; tenths and fifths; thirds and sixths. (Refer to supplement of examples, section 6, page.)

4 Planning Day Three Unit 11 Fractions and Decimals Term: Spring Year Group: 4 sheet Oral and Mental Main Teaching Objectives and Vocabulary Teaching Activities Objectives and Vocabulary Teaching Activities Read the time from an analogue clock to the nearest minute and from a digital clock. Use the notation 9:53. VOCABULARY partition place value chart RESOURCES Whiteboards Clock face Show clock face to class. Start with hands at 4 o clock. Move to 4:15. Q How else can we say this time? Get children to use 15 minutes past 4, quarter past four etc. Set the clock at other times. Ask children to write times on their whiteboards. Check answers and correct errors and misunderstandings. Q What would this time look like on a digital clock? Spend time discussing the times quarter past, quarter to and half past. Say a time, e.g. 5:3. Q Is this time before or after half past 5? Is it before or after quarter past five? Children write B or A for before and after on their whiteboards. Repeat using other times. Order simple fractions; for example, decide whether fractions are greater or less than one half. VOCABULARY > greater than < less than equal to RESOURCES strips of paper Activity sheet 11.4 Resource sheets 11.1 to 11.0 Attach the strips of divided paper to the board as shown. Quickly work through fraction stories with the class hiding and showing parts of the strips. Point to the halfway marks on the halves, quarters, sixths, eighths and tenths strips and ask children for the fractions. Remind them that these are equivalents. Remind children each whole strip represents 1 and they have been dividing the strips up into parts or fractions. These fractions can be represented on number lines and the position of the fractions on the number line represents the number of parts on the strips. Give out Activity sheet Ensure that children can see the relationship between the fractions on the number lines and the divisions on the strips of paper. Using the number lines, ask for a pair of equivalent fractions. Record on the board using equals signs, e.g. 3 5 = 6 10 etc. Ask children to find other equivalent fractions and record on their whiteboards. Find one half and identify all equivalent fractions. Q Can you show me a fraction which is more than one half? Q Can you show me a fraction which is less than one half? Discuss responses and refer to where they are on number lines. Refer to the appropriate strip to confirm that the fractions they have chosen are more or less than one half. Using children s answers write on the board a fraction less than one half, e.g. 1 6 and 1. Q What sign can we use to record 1 6 to be less than 1? Remind children and record 1 6 < 1. Repeat for greater than and ensure children can use the signs < and >. Give children pairs of fractions and ask them to write the statements using < or > on whiteboards. Collect responses and correct any errors. Children record on whiteboards examples of fractions which are less or greater than one half using number lines as support. Collect answers and discuss children s methods of deciding and their use of the symbols. Write on the board: 5 < 3 4. Q Is this true? How can we decide? Collect responses and refer to number lines and strips. Repeat for other pairs of fractions, making comparisons with 3 4 and 1 4. Plenary Teaching Activities / Focus Questions Use set of fraction cards on Resource sheet 11.1 to Shuffle cards and show children a card. Ask children to read the fraction and decide whether it s greater or less than or equal to one half. Repeat with different cards asking children to justify their decisions. By the end of the lesson the children should be able to: Recognise that 1 is more than 1 4 and less than 3 4. Identify a fraction greater than 1 e.g. 3 4, 5, 3. (Refer to supplement of examples, section 6, page.)

5 Planning Day Four Unit 11 Fractions and Decimals Term: Spring Year Group: 4 sheet Oral and Mental Main Teaching Objectives and Vocabulary Teaching Activities Objectives and Vocabulary Teaching Activities Order simple fractions. VOCABULARY tenths RESOURCES strips of paper Resource sheets 11.1 to Attach the strips of divided paper to the board, leaving gaps between the strips that are large enough to attach the fraction cards. Shuffle the fraction cards and turn over one card. Show the class. Ask the class to read the fraction. Q On which strip should the card be attached? Q Where on the strip should the card be placed? Agree the answer with the class and attach the card. Select another card and decide where this should be attached. Q Which of these fractions is the bigger? Which is the smaller? Compare the two fractions if necessary, using the strips to demonstrate which is bigger/smaller. Return cards to bottom of pack and repeat using two other cards. Understand decimal notation and place value for tenths. VOCABULARY decimal fractions decimal point decimal decimal place RESOURCES Resource sheets 11.1 to 11.5 OHT 11.1 Show OHT Explain that it represents 1 whole square divided into ten rows. Point to the first row: Q What fraction of the square is this? In the first row record both 1 10 and one tenth. Explain that this can also be written as 0 1, zero point one and that this is called a decimal fraction. Record 0.1 next to 1 10, and refer to the decimal point. Identify the first two rows. Q What fraction of the square is this? Agree it is 10 and record 10, two tenths and 0. in the second row. Refer to zero point two and explain that the decimal point separates the whole and part numbers. The first number before the point is the unit and after the point the numbers are tenths. Repeat generating 0.3 to 0.9. When the whole square is referred to, remind the children this represents 10 10, ten tenths or 1 whole and this is written as 1 0, 1 whole and 0 tenths. Draw the number line below on the board With the class, count from 0 to 1: 0, 1 10, 10, to Record these values on the top of the line. Repeat counting: 0, 0.1, 0., to 1.0. Ensure children do not say zero point ten. Emphasise again that the point separates whole numbers from the tenths. Q What happens when we count past 1? Discuss suggestions. Model with two copies of OHT E.g = Establish that for the tenths, the count continues 11 10, 1 10 etc. Continue the count to Record values on number line. Q What is 0 10 the same as? Agree it is equivalent to. Model 1 whole = 1.1. Establish that the count is one point one, one point two etc. Continue the count, record values on the number line. Ensure children recognise that 1.9 leads to.0. Repeat the counting from 0 in steps of 1 10 and zero point one etc. Compare the two forms recorded to establish that = 1.3 etc. Q What is as a decimal fraction? Collect answers, use the number line to confirm the equivalences. Repeat and project forward. Q What is 4 10 as a decimal fraction? Collect responses, correct any errors and misunderstandings. Plenary Teaching Activities / Focus Questions On the board write the headings H T U t big enough for the digit on Resource sheets 11.1 to 11.5 to be placed beneath the headings. Establish that the letters mean hundreds, tens, units and tenths. Make 35.6 using the place value cards. Ask children to read the number, emphasise the decimal point. Q What is the value representing 3, the 5 and the 6? Collect responses and correct errors and misunderstandings. Make using place value cards. Q What is each digit worth? Repeat for other numbers. By the end of the lesson the children should be able to: Respond to questions such as what does the digit 6 in 3 6 represent? Write the decimal fraction equivalent to 4 10 etc.; Count from 0 in steps of 1 10; (Refer to supplement of examples, section 6, page.)

6 Planning Day Five Unit 11 Fractions and Decimals Term: Spring Year Group: 4 sheet Oral and Mental Main Teaching Objectives and Vocabulary Teaching Activities Objectives and Vocabulary Teaching Activities Understand decimal notation for tenths. VOCABULARY tenths point greater than less than (< and >) whiteboards RESOURCES Resource sheets 11.1 to Select the tenths fractions from the Resource sheets 11.1 to Shuffle the cards. Turn over top two cards and show class. Ask class to read cards. Children write the bigger fraction on their whiteboards. Return cards and repeat. Shuffle and select 1 card, e.g Q Which fraction is bigger? Q How do we represent this as a decimal fraction? Children show answers on their whiteboards. Show two cards. Ask children to change these to decimal fractions. Q Which is bigger/smaller? Children to write 0.1 < 0.4 etc on their whiteboards. Understand decimal notation and place value for tenths and hundredths and use in context. VOCABULARY decimal place hundredths tenths RESOURCES OHT 11. OHT 11.3 Resource sheets 11.1 to 11.5 Write 4.67 on the board. Say that this is a decimal fraction with the decimal point separating whole numbers from the part numbers or fractions. Q Where have you seen a number like this? Collect responses and draw out examples from measures and money. Write Q What is the 4 worth? Q What is the 6 worth? Q What is the 7 worth? Emphasise that 4 is 4 whole pounds and that the digits 6 and 7 represent parts of 1, and these are pence. Q How many pence in a pound? Establish that there are 100 pence in a pound and there are 67 pence in Show children OHT 11.. How many rows? Columns? Squares? Establish there are 100 small squares. Suppose each small square represented one penny. Q What would the big square be worth? Agree it would be worth 100 pence or 1. Highlight one small square. Q What would one small square be worth? Agree it would be worth 1p. Q How do we write this as and p? Write on the board 1p and Establish that children understand these represent the same amount. Read 0.01 as zero point zero one to children. Explain how such decimals are read using other examples, e.g is zero point four six not zero point forty-six. Q What would two small squares be worth? Record p and 0.0. Continue to ensure children can use the two representations. Check with questions. Q What is 0.09, 0.47 in pence? Q What is 75p, 3p in and pence? Superimpose OHT 11.3 on OHT 11.. Explain that this shows all the decimal values from 0.01 to 1.00 which is 1 whole. Point out the pattern and structure of the square and remind children that there are 100 squares in the big square so that 0.3 means that all the squares up to that square represent of the whole. Ask questions such as: Q What does 0.73 represent? Collect answers and discuss other cases. Point to Q What does 0.40 represent? Agree that this represents of the square. Remind children that it is also 4 rows of squares out of 10 rows so it is 4 10 of the square. Work through other questions to ensure that children can interpret the tenths and hundredths. Plenary Teaching Activities / Focus Questions Write on the board: H T U t h for use with the digit cards on Resource sheets 11.1 to Q What do these letters mean? Explain the h is hundredths. Make 1.5 using the cards. Ask children to read the number and to identify the values of the digits. Ask a series of questions such as: Q How can we make a number where the digit representing tenths is? Q How can we make a number with hundredths? Q How can we make a number with whole ones and 5 tenths? Q How can we make a number with decimal places? Collect answers and discuss the different digits. By the end of the lesson the children should be able to: Respond to questions such as what does the digit 5 in 7 15 represent? (Refer to supplement of examples, section 6, page.)

7 Unit 11 Year 4 (Spring Term) Resource sheet

8 Unit 11 Year 4 (Spring Term) Resource sheet

9 Unit 11 Year 4 (Spring Term) Resource sheet

10 Unit 11 Year 4 (Spring Term) Resource sheet

11 Unit 11 Year 4 (Spring Term) Resource sheet

12 Unit 11 Year 4 (Spring Term) Resource sheet

13 Unit 11 Year 4 (Spring Term) Resource sheet

14 Unit 11 Year 4 (Spring Term) Resource sheet

15 Unit 11 Year 4 (Spring Term) Resource sheet

16 Unit 11 Year 4 (Spring Term) Resource sheet

17 Unit 11 Year 4 (Spring Term) Resource sheet

18 Unit 11 Year 4 (Spring Term) Resource sheet

19 Unit 11 Year 4 (Spring Term) Resource sheet

20 Unit 11 Year 4 (Spring Term) Resource sheet

21 Unit 11 Year 4 (Spring Term) Resource sheet

22 Unit 11 Year 4 (Spring Term) Resource sheet

23 Unit 11 Year 4 (Spring Term) Resource sheet

24 Unit 11 Year 4 (Spring Term) Resource sheet

25 Unit 11 Year 4 (Spring Term) Resource sheet

26 Unit 11 Year 4 (Spring Term) Resource sheet

27 Unit 11 Year 4 (Spring Term) Resource sheet

28 Unit 11 Year 4 (Spring Term) Resource sheet 11. 3

29 Unit 11 Year 4 (Spring Term) Resource sheet

30 Unit 11 Year 4 (Spring Term) Resource sheet

31 Unit 11 Year 4 (Spring Term) Resource sheet

32 Unit 11 Year 4 (Spring Term) Activity sheet 11.1 quarters sixths fifths... eighths

33 Unit 11 Year 4 (Spring Term) Activity sheet 11. Cover up a fraction of each strip (one whole strip) and complete the sentences. I can see I cannot see My fraction story I can see I cannot see My fraction story I can see I cannot see My fraction story I can see I cannot see My fraction story I can see I cannot see My fraction story

34 Unit 11 Year 4 (Spring Term) Activity sheet 11.3 Fifths and Tenths Thirds and Sixths

35 Unit 11 Year 4 (Spring Term) Activity sheet = = = = = = = 1

36 Unit 11 Year 4 (Spring Term) OHT 11.1

37 Unit 11 Year 4 (Spring Term) OHT 11.

38 Unit 11 Year 4 (Spring Term) OHT

### Five daily lessons. Page 23. Page 25. Page 29. Pages 31

Unit 4 Fractions and decimals Five daily lessons Year 5 Spring term Unit Objectives Year 5 Order a set of fractions, such as 2, 2¾, 1¾, 1½, and position them on a number line. Relate fractions to division

### Five daily lessons. Page 8 Page 8. Page 12. Year 2

Unit 2 Place value and ordering Year 1 Spring term Unit Objectives Year 1 Read and write numerals from 0 to at least 20. Begin to know what each digit in a two-digit number represents. Partition a 'teens'

### Unit 5 Length. Year 4. Five daily lessons. Autumn term Unit Objectives. Link Objectives

Unit 5 Length Five daily lessons Year 4 Autumn term Unit Objectives Year 4 Suggest suitable units and measuring equipment to Page 92 estimate or measure length. Use read and write standard metric units

### Unit 4 Measures time, mass and area

Unit 4 Measures time, mass and area Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Estimate/check times using seconds, minutes, hours. Page 98 Know and use the relationships

### Unit 6 Direction and angle

Unit 6 Direction and angle Three daily lessons Year 4 Spring term Unit Objectives Year 4 Recognise positions and directions: e.g. describe and find the Page 108 position of a point on a grid of squares

### Summary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg.

Autumn 1 Say the number names in order to 10. Read and write from 1 to 20 in numerals and words. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Count from 0 in

### Calculation Policy Fractions

Calculation Policy Fractions This policy is to be used in conjunction with the calculation policy to enable children to become fluent in fractions and ready to calculate them by Year 5. It has been devised

### Oral and mental starter

Lesson Objectives Order fractions and position them on a number line (Y6) Vocabulary gauge, litre numerator, denominator order Resources OHT. individual whiteboards (optional) Using fractions Oral and

### Charlesworth School Year Group Maths Targets

Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve

### CALCULATIONS. Understand the operation of addition and the associated vocabulary, and its relationship to subtraction

CALCULATIONS Pupils should be taught to: Understand the operation of addition and the associated vocabulary, and its relationship to subtraction As outcomes, Year 4 pupils should, for example: Use, read

### Three daily lessons. Year 5

Unit 6 Perimeter, co-ordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest

### Unit 6 Number and Operations in Base Ten: Decimals

Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,

### Unit 8 Angles, 2D and 3D shapes, perimeter and area

Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest

### Addition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15

Addition Methods Methods Jottings Expanded Compact Examples 8 + 7 = 15 48 + 36 = 84 or: Write the numbers in columns. Adding the tens first: 47 + 76 110 13 123 Adding the units first: 47 + 76 13 110 123

### Autumn - 12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014

A Year 5 Mathematician Planning of coverage and resources. Autumn - 12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place

### The Crescent Primary School Calculation Policy

The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has

### Grade 4 - Module 5: Fraction Equivalence, Ordering, and Operations

Grade 4 - Module 5: Fraction Equivalence, Ordering, and Operations Benchmark (standard or reference point by which something is measured) Common denominator (when two or more fractions have the same denominator)

### Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman

Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children

### Multiplication. Year 1 multiply with concrete objects, arrays and pictorial representations

Year 1 multiply with concrete objects, arrays and pictorial representations Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical

### Unit 13 Handling data. Year 4. Five daily lessons. Autumn term. Unit Objectives. Link Objectives

Unit 13 Handling data Five daily lessons Year 4 Autumn term (Key objectives in bold) Unit Objectives Year 4 Solve a problem by collecting quickly, organising, Pages 114-117 representing and interpreting

### Primary Curriculum 2014

Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,

Arithmetic 1 Progress Ladder Maths Makes Sense Foundation End-of-year objectives page 2 Maths Makes Sense 1 2 End-of-block objectives page 3 Maths Makes Sense 3 4 End-of-block objectives page 4 Maths Makes

### MATHS ACTIVITIES FOR REGISTRATION TIME

MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.

### Numeracy Targets. I can count at least 20 objects

Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects

### Introduction Read aloud Pizza Fractions by Jerry Pallotta to give students a visual representation of fractions.

3rd th Grade Objective CCSS Math/Number and Operations-Fractions:.NF. Extend understanding of fraction equivalence and ordering.. Compare two fractions with different numerators and different denominators

### How we teach calculations in Maths A Parent s Guide

How we teach calculations in Maths A Parent s Guide Belmont Maths Department 2011 1 Contents Introduction...Page 3 Maths at Belmont...Page 4 Addition...Page 5 Subtraction...Page 7 Multiplication...Page

### Mathematical goals. Starting points. Materials required. Time needed

Level N of challenge: B N Mathematical goals Starting points Materials required Time needed Ordering fractions and decimals To help learners to: interpret decimals and fractions using scales and areas;

### Record counting on method using the empty number line. +600 +50. Q What are the four related number sentences for this calculation?

Unit 11 Addition and subtraction Five daily lessons Year 5 Autumn term Unit Objectives Year 5 Find difference by counting up through next multiple of 10, 100 or 1000. Partition into H, T and U adding the

### My Year 1 Maths Targets

My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and

### Five daily lessons. Page 9 Page 11. Page 17

Unit 2 Ordering, estimating and rounding Year 2 Spring term Unit Objectives Year 2??Read and write whole numbers to at least 100 in figures and words.??compare two given two-digit numbers, say which is

### Unit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.

Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L-34) is a summary BLM for the material

### Pre-Algebra Lecture 6

Pre-Algebra Lecture 6 Today we will discuss Decimals and Percentages. Outline: 1. Decimals 2. Ordering Decimals 3. Rounding Decimals 4. Adding and subtracting Decimals 5. Multiplying and Dividing Decimals

### Decimals and other fractions

Chapter 2 Decimals and other fractions How to deal with the bits and pieces When drugs come from the manufacturer they are in doses to suit most adult patients. However, many of your patients will be very

### 5 Mathematics Curriculum

New York State Common Core 5 Mathematics Curriculum G R A D E GRADE 5 MODULE 1 Topic B Decimal Fractions and Place Value Patterns 5.NBT.3 Focus Standard: 5.NBT.3 Read, write, and compare decimals to thousandths.

### Medium term Plan for Summer Year 3

Medium term Plan for Summer Year 3 Week Main focus of teaching and activities each day Starter Outcomes of each day 1 Place Value and number Day 1: Partition and represent 3-digit numbers using Place Value

### Comparing and Ordering Fractions

Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms

### Five daily lessons. Pages 24, 28. Page 32. Page 60. Year 2

Unit 4 Addition and subtraction Five daily lessons Year 1 Autumn term Unit Objectives Understand the operation of ition and of subtraction (as take away, difference and how many more to make ), and use

### SIL Maths Plans Year 3_Layout 1 06/05/2014 13:48 Page 2 Maths Plans Year 3

Maths Plans Year 3 Contents Introduction Introduction 1 Using the Plans 2 Autumn 1 7 Autumn 2 21 Spring 1 43 Spring 2 59 Summer 1 75 Basic Skills 89 Progression 97 The Liverpool Maths team have developed

### Math. Rounding Decimals. Answers. 1) Round to the nearest tenth. 8.54 8.5. 2) Round to the nearest whole number. 99.59 100

1) Round to the nearest tenth. 8.54 8.5 2) Round to the nearest whole number. 99.59 100 3) Round to the nearest tenth. 310.286 310.3 4) Round to the nearest whole number. 6.4 6 5) Round to the nearest

### Sunny Hills Math Club Decimal Numbers Lesson 4

Are you tired of finding common denominators to add fractions? Are you tired of converting mixed fractions into improper fractions, just to multiply and convert them back? Are you tired of reducing fractions

### Medium term Plans for Spring Year 5

Medium term Plans for Spring Year 5 Help these children be in a better position to achieve good results in the Y6 Sats in 2015. Although these tests will officially be based on the old curriculum, it is

### Fractions to decimals

Worksheet.4 Fractions and Decimals Section Fractions to decimals The most common method of converting fractions to decimals is to use a calculator. A fraction represents a division so is another way of

### Mathematics. Steps to Success. and. Top Tips. Year 5

Pownall Green Primary School Mathematics and Year 5 1 Contents Page 1. Multiplication and Division 3 2. Positive and Negative Numbers 4 3. Decimal Notation 4. Reading Decimals 5 5. Fractions Linked to

### Guidance paper - The use of calculators in the teaching and learning of mathematics

Guidance paper - The use of calculators in the teaching and learning of mathematics Background and context In mathematics, the calculator can be an effective teaching and learning resource in the primary

### NWT Apprenticeship Support Materials

NWT Apprenticeship Support Materials Math Reading Comprehension Science * Module 1 Foundations * Module 2 Patterns and Relations * Module 3 Variables and Equations * Module 4 Measuring Time, Shapes and

### MathSphere MATHEMATICS. Equipment. Y6 Fractions 6365 Round decimals. Equivalence between decimals and fractions

MATHEMATICS Y6 Fractions 6365 Round decimals. Equivalence between decimals and fractions Paper, pencil, ruler Fraction cards Calculator Equipment MathSphere 6365 Round decimals. Equivalence between fractions

T276 Mathematics Success Grade 6 [OBJECTIVE] The student will add and subtract with decimals to the thousandths place in mathematical and real-world situations. [PREREQUISITE SKILLS] addition and subtraction

### This lesson introduces students to decimals.

NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES

### Cambridge Primary Mathematics Curriculum Framework (with codes)

Cambridge Primary Mathematics Curriculum Framework (with codes) Contents Introduction Stage 1...1 Stage 2...5 Stage 3...9 Stage 4...14 Stage 5...18 Stage 6...24 Note on codes Each learning objective has

### The National Curriculum 2014 Programmes of Study for Mathematics

The National Curriculum 2014 Programmes of Study for Mathematics Information inserted by the Lancashire Mathematics Team to support schools and teachers in identifying elements of the curriculum that have

### + = has become. has become. Maths in School. Fraction Calculations in School. by Kate Robinson

+ has become 0 Maths in School has become 0 Fraction Calculations in School by Kate Robinson Fractions Calculations in School Contents Introduction p. Simplifying fractions (cancelling down) p. Adding

### Grade 5 Math Content 1

Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.

### Securing number facts, calculating, identifying relationships

1 of 19 The National Strategies Primary Year 4 Block E: Three 3-week units Securing number facts, calculating, identifying relationships Tables 10 10; multiples Written methods: TU U; TU U; rounding remainders

### Teaching Guidance. For. Multiplication and Division

Teaching Guidance For Multiplication and Division (Overcoming Barriers Moving Levels 1 to 2, 2 to 3, 3 to 4, 4 to 5) 1 of 2 The National Strategies Primary Overcoming barriers in mathematics helping children

### Maths Assessment Year 4: Fractions

Name: Maths Assessment Year : Fractions 1. Recognise and show, using diagrams, families of common equivalent fractions. 2. Count up and down in hundredths. 3. Solve problems involving increasingly harder

### Paramedic Program Pre-Admission Mathematics Test Study Guide

Paramedic Program Pre-Admission Mathematics Test Study Guide 05/13 1 Table of Contents Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page

### Irrational Numbers. A. Rational Numbers 1. Before we discuss irrational numbers, it would probably be a good idea to define rational numbers.

Irrational Numbers A. Rational Numbers 1. Before we discuss irrational numbers, it would probably be a good idea to define rational numbers. Definition: Rational Number A rational number is a number that

### 3. ROUNDING OFF DECIMAL NUMBERS TO THE NEAREST TENTH

3. ROUNDING OFF DECIMAL NUMBERS TO THE NEAREST TENTH Material: Decimal Board and materials Small gold circle Prepared problems Paper and pencil Presentation: 1. Form a number on the board with discs: 0.68.

### How To Learn To Understand And Understand The Math Of The Year

Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from -0, place them in order and say which number is

### Decimal Notations for Fractions Number and Operations Fractions /4.NF

Decimal Notations for Fractions Number and Operations Fractions /4.NF Domain: Cluster: Standard: 4.NF Number and Operations Fractions Understand decimal notation for fractions, and compare decimal fractions.

### Progressing toward the standard

Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two one-digit

### Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

### Everyday Mathematics GOALS

Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the

### Preliminary Mathematics

Preliminary Mathematics The purpose of this document is to provide you with a refresher over some topics that will be essential for what we do in this class. We will begin with fractions, decimals, and

### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced

### Unit 9. Unit 10. Unit 11. Unit 12. Introduction Busy Ant Maths Year 2 Medium-Term Plans. Number - Geometry - Position & direction

Busy Ant Maths Year Medium-Term Plans Unit 9 Geometry - Position & direction Unit 0 ( Temperature) Unit Statistics Unit Fractions (time) 8 Busy Ant Maths Year Medium-Term Plans Introduction Unit Geometry

### NUMBERS AND THE NUMBER SYSTEM

NUMBERS AND THE NUMBER SYSTEM Pupils should be taught to: Know the number names and recite them in order, from and back to zero As outcomes, Year 1 pupils should, for example: Join in rhymes like: One,

### Calculator Practice: Computation with Fractions

Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations

### NUMBERS AND THE NUMBER SYSTEM

NUMBERS AND THE NUMBER SYSTEM Pupils should be taught to: Read and write whole numbers, know what each digit in a number represents, and partition numbers into thousands, hundreds, tens and ones As outcomes,

### Teaching children to calculate mentally

Teaching children to calculate mentally Teaching children to calculate mentally First published in 2010 Ref: 00365-2010PDF-EN-01 Disclaimer The Department for Education wishes to make it clear that the

### Rational Number Project

Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson : Overview Students estimate sums and differences using mental images of the 0 x 0 grid. Students develop strategies for adding

### Teaching Notes. Contextualised task 27 Gas and Electricity

Contextualised task 27 Gas and Electricity Teaching Notes This task is concerned with understanding gas and electricity bills, including an opportunity to read meters. It is made up of a series of 5 questions,

### LESSON PLANS FOR PERCENTAGES, FRACTIONS, DECIMALS, AND ORDERING Lesson Purpose: The students will be able to:

LESSON PLANS FOR PERCENTAGES, FRACTIONS, DECIMALS, AND ORDERING Lesson Purpose: The students will be able to: 1. Change fractions to decimals. 2. Change decimals to fractions. 3. Change percents to decimals.

### LESSON 5 - DECIMALS INTRODUCTION

LESSON 5 - DECIMALS INTRODUCTION Now that we know something about whole numbers and fractions, we will begin working with types of numbers that are extensions of whole numbers and related to fractions.

### WSMA Decimal Numbers Lesson 4

Thousands Hundreds Tens Ones Decimal Tenths Hundredths Thousandths WSMA Decimal Numbers Lesson 4 Are you tired of finding common denominators to add fractions? Are you tired of converting mixed fractions

### Practical Applications of Fractions, Percents, and Decimals SIOP Lesson Plan

Practical Applications of Fractions, Percents, and Decimals SIOP Lesson Plan This plan was created by Ivonne Govea as a part of the Two-Way SIOP (TWI SIOP) project conducted at CAL and was later adapted

### Subtracting Mixed Numbers

Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters

### NS6-50 Dividing Whole Numbers by Unit Fractions Pages 16 17

NS6-0 Dividing Whole Numbers by Unit Fractions Pages 6 STANDARDS 6.NS.A. Goals Students will divide whole numbers by unit fractions. Vocabulary division fraction unit fraction whole number PRIOR KNOWLEDGE

### MATHS LEVEL DESCRIPTORS

MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and

### SPRING UNIT 13. second half. Fractions of quantities. Fractions and percentages. Changing fractions to decimals. Ordering fractions and decimals

PART SPRING second half FRACTIONS DECIMALS PERCENTAGES RATIO AND PROPORTION SECTION Fractions of quantities SECTION Fractions and percentages SECTION Changing fractions to decimals SECTION Ordering fractions

### How do you compare numbers? On a number line, larger numbers are to the right and smaller numbers are to the left.

The verbal answers to all of the following questions should be memorized before completion of pre-algebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics

### Grade 7 Mathematics. Unit 3. Fractions, Decimals, and Percents. Estimated Time: 23 Hours

Grade 7 Mathematics Fractions, Decimals, and Percents Estimated Time: 23 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology

### Welcome to Basic Math Skills!

Basic Math Skills Welcome to Basic Math Skills! Most students find the math sections to be the most difficult. Basic Math Skills was designed to give you a refresher on the basics of math. There are lots

### PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION

PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children

### Comparing and Plotting Rational Numbers on a Number Line

Comparing and Plotting Rational Numbers on a Number Line Student Probe Plot 4 on the number Lesson Description In this lesson students will plot rational numbers on a number This lesson is limited to positive

### Fractions as Numbers INTENSIVE INTERVENTION. National Center on. at American Institutes for Research

National Center on INTENSIVE INTERVENTION at American Institutes for Research Fractions as Numbers 000 Thomas Jefferson Street, NW Washington, DC 0007 E-mail: NCII@air.org While permission to reprint this

### Grade 5 Common Core State Standard

2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.A-T.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize

### 1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH

1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,

### Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3

Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels

### CALCULATIONS. Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order

CALCULATIONS Pupils should be taught to: Understand the operation of addition and the related vocabulary, and recognise that addition can be done in any order As outcomes, Year 1 pupils should, for example:

### Fraction Vocabulary. It is important that vocabulary terms are taught to students.

Rational Numbers Fractions Decimals Percents It is important for students to know how these 3 concepts relate to each other and how they can be interchanged. Fraction Vocabulary It is important that vocabulary

### Mathematics Scope and Sequence, K-8

Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K-8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count

### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)

Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole

### Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers

### Math 0306 Final Exam Review

Math 006 Final Exam Review Problem Section Answers Whole Numbers 1. According to the 1990 census, the population of Nebraska is 1,8,8, the population of Nevada is 1,01,8, the population of New Hampshire

### Mathematical goals. Starting points. Materials required. Time needed

Level N7 of challenge: A/B N7 Using percentages to increase quantities quantities Mathematical goals Starting points Materials required Time needed To enable learners to: make links between percentages,

### Lesson 1: Fractions, Decimals and Percents

Lesson 1: Fractions, Decimals and Percents Selected Content Standards Benchmarks Addressed: N-2-H Demonstrating that a number can be expressed in many forms, and selecting an appropriate form for a given