National curriculum content
- Read and write decimal numbers as fractions
- Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
- Round decimals with two decimal places to the nearest whole number and to one decimal place
- Read, write, order and compare numbers with up to three decimal places
- Solve problems involving number up to three decimal places
- Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
- Solve problems which require knowing percentage and decimal equivalents of one half, one quarter, one fifth, two fifths, four fifths and those fractions with a denominator of a multiple of 10 or 25
- Decimals up to 2dp
- Decimals as fractions
- Understand thousandths
- Thousandths as decimals
- Rounding decimals
- Order and compare decimals
- Understand percentages
What we want children to know
- Fractions, decimals and percentages are different ways of expressing proportions
- How to make links and build on previous place value knowledge
- Read and write decimals correctly and how they make sense in the real world
- How to make connections to measures and money
- How to check the reasonableness of their answers to decimals and percentage questions
What skills we want children to develop
Use knowledge to solve reasoning and problem solving questions such as:
What do you notice?
One tenth of £41
One hundredth of £41
One thousandth of £41
Continue the pattern
What do you notice?
0.085 + 0.015 = 0.1
0.075 + 0.025 = 0.1
0.065 + 0.035 = 0.1
Continue the pattern for the next five number sentences.
Ron has 8 counters. He makes numbers using the place value chart. At least 3 columns have counters in. What is the largest and the smallest number he can make with 8 counters?
- How can we partition decimal numbers in different ways?
- How would you convert a fraction to a decimal? What does the decimal point mean?
- In the number 1.34 what does the 1 represent, what does the 3 represent, what does the 4 represent? Can we represent this number in a different way, and another, and another?
- Where would 2.015 be positioned on the number line? How many thousandths do I have? How do I record this as a mixed number?
- Complete the sentence stems to describe what percentage is shaded.
It could be…
It must be…
It can’t be…
- What fractions does the bar model show? How does this help to convert them to percentages?