**National curriculum content**

- Interpret and construct pie charts and line graphs and use these to solve problems
- Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
- Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places
- Convert between miles and kilometres
- Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
- Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
- Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context
- Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
- Multiply one-digit numbers with up to two decimal places by whole numbers
- Use written division methods in cases where the answer has up to two decimal places
- Solve problems which require answers to be rounded to specified degrees of accuracy
- Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
- Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison

**Lesson objectives**

- Activity 1: Statistics (Reading and interpreting climate graphs)
- Activity 2: Statistics (Creating a climate graph to show temperature and rainfall in your chosen area)
- Activity 3: Converting units of measurement – miles to kilometres; time (Calculating flight length to chosen destination)
- Activity 4: Word problems using the four operations (Researching and choosing the best airport to fly from)
- Activity 5: Word problems with money and percentages (Researching accommodation costs – including those with discounts)
- Activity 6: Decimals (Choose activities to do on holiday and budget for these accordingly)
- Activity 7: Time (Calculating time differences from chosen holiday destinations)
- Activity 8: Use prior learning to calculate how much the whole holiday will cost including: journey, accommodation and budget per day.

**What we want children to know**

- Encounter and draw graphs relating two variables, arising from their own enquiry and in other subjects.
- Connect conversion from kilometres to miles in measurement to its graphical representation.
- To know approximate conversions and are able to tell if an answer is sensible.
- Using the number line, pupils use, add and subtract positive and negative integers for measures.
- Be introduced to compound units for speed, such as miles per hour, and apply their knowledge in science or other subjects as appropriate.
- Multiply and divide numbers with up to two decimal places by one-digit and two-digit whole numbers
- Multiply decimals by whole numbers, starting with the simplest cases, such as 0.4 × 2 = 0.8, and in practical contexts, such as measures and money.
- Pupils are introduced to the division of decimal numbers by one-digit whole number, initially, in practical contexts involving measures and money
- Recognise division calculations as the inverse of multiplication.
- Develop their skills of rounding and estimating as a means of predicting and checking the order of magnitude of their answers to decimal calculations. This includes rounding answers to a specified degree of accuracy and checking the reasonableness of their answers.
- When recurring decimal equivalents are found, pupils learn about rounding the decimal to two decimal places, or other appropriate approximations depending on the context.

**What skills we want children to develop**

Use knowledge to solve reasoning and problem solving questions such as:

**True or false?**

- (Looking at a line graph/bar chart/pie chart) “More than twice the number of people say their favourite type of T.V. programme is soaps than any other”.

**Is this true or false? Convince me.**

Make up your own ‘true/false’ statement about the chart.

- 25% of 23km is longer than 0.2 of 20km.

Convince me.

**What’s the same, what’s different? **

Pupils identify similarities and differences between different representations and explain them to each other.

**What do you notice?**

One thousandth of my money is 31p. How much do I have?

**Undoing**

I multiply a number with three decimal places by a multiple of 10. The answer is approximately 3.21

What was my number and what did I multiply buy?

**Making an estimate**

Circle the number that is the best estimate to 932.6 - 931.05

1.3 1.5 1.7 1.9

**Vocabulary/Mathematical Talk**

- What do the x and y axis represent?
- Why is it useful to have both sets of data on one graph?
- How will you make it clear which line represents which set of data?
- Why would this information be placed on a line graph and not a different type of graph?
- If we know 5 miles ≈ 8 km, how can we work out 15 miles converted to km?
- Give an example of a length you would measure in miles or km.
- If we know a percentage, can we work out the whole?
- Is dividing by 10 and multiplying by 9 the most efficient way to find 90%? Explain why.
- Why do we divide a quantity by 2 in order to find 50%?

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