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Level 3 Decimals

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Level 3 Decimals Level 3 decimals Begin to use decimal notation in contexts such as money, e.g. - order decimals with one dp, or two dp in context of money ... – PowerPoint PPT presentation

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Title: Level 3 Decimals


1
Level 3 Decimals
2
Level 3 decimals
  • Begin to use decimal notation in contexts such as
    money, e.g.
  • - order decimals with one dp, or
  • two dp in context of money
  • - know that 3.06 equals 306p

3
Overcoming Barriers L2-3
  • Can I use and explain decimal notation for tenths
    and hundredths
  • Teaching tips
  • Make sure that children understand that the
    decimal point is used to separate whole amounts
    and parts of the whole. You might use place value
    cards and the Decimal number line ITP, or pounds
    and pence with money notation, to illustrate this
    point.
  • Help children become aware of the relative size
    of decimal numbers by ordering a set of amounts
    of money or lengths. Link this to ordering
    numbers on a number line. Make sure that you
    include numbers to overcome misconceptions such
    as mistaking the length of the number with its
    size, for example thinking that 4.05 is larger
    than 4.5.
  • Ensure that as children are introduced to decimal
    notation they hear and use the language of tenths
    and hundredths, i.e. they can read 3.6 as three
    units and six tenths and not just as three
    point six.
  • Use a simple number line marked in divisions of
    0.5 to familiarise children with counting
    forwards and backwards in steps of 0.5. Extend
    this to other number lines to develop counting in
    other step sizes (e.g. 0.2).
  • Use money and length as practical examples of
    decimals to place decimal numbers in context and
    compare size of numbers. For example
  • - Which is the larger amount, 0.75 or 90p?
  • - Which is longer, 3.06 m or 3.6 m?

4
Progression of models and images
  • Place value grid and charts (Moving Digits ITP
    and Place Value charts spreadsheet)
  • Counting stick forwards and back
  • Number lines Leads on from counting stick
    (Decimal number line ITP)
  • Ordering decimal numbers one and two dp
  • Money/measures in context Big coins

5
Level 4 decimals
  • Order decimals to three decimal places
  • Use efficient written methods of addition and
    subtraction
  • - add and subtract decimals to two decimal
  • places
  • Multiply a simple decimal by a single digit, e.g.
    calculate 36.2 x 8

6
Overcoming Barriers L3-4
  • Can I read, write, partition and order decimal
    numbers?
  • Can I use my tables to work out multiplication
    and division facts with decimals

7
Level 4 decimals
  • Ordering decimals to three decimal places
  • Extend Place Value spreadsheet and explain values
    using appropriate vocabulary
  • Extend Decimal number line ITP
  • Use in the context of measures (mixed number of
    decimal places)
  • Use efficient written methods of addition and
    subtraction
  • Refer back to Place Value grid to model addition
    and subtraction of decimal numbers
  • Use the counting stick and Decimal number line
    ITP to add on and subtract (refer back to
    counting on and back)
  • Move on to efficient written methods (column
    methods) money and measures contexts

8
Level 4 decimals cont
  • Multiply a simple decimal by a single digit
  • Ensure children confidently multiply and divide
    by 10 and 100 and that they understand that
    multiplying by 10/100 gives an answer that is
    bigger than the original number and all the
    digits move one/two places to the left, while
    dividing by 10/100 gives an answer that is
    smaller than the original number and all the
    digits move one/two places to the right.
  • Start with known multiplication facts before
    relating these to decimal multiplication facts.
    Encourage children to explain the relationship
    between the two sets of numbers.
  • Ensure that children meet and can interpret
    multiplication and division calculations that are
    written in a variety of different ways, e.g.
    ? X 0.8 5.6 9 5.4 ? 0.3 x
    8 6 x ?
  • Reinforce the division facts corresponding to
    multiplication facts. When solving a missing
    number question, it is helpful to write down the
    other three number sentences and then decide
    which one is most useful to use to help find the
    missing number
  • Model the use of jottings and encourage children
    to use jottings to help keep track of the stages
    within a mental calculation.
  • Spider diagrams of known facts
  • Number dials ITP

9
Fractions, decimals and percentages
10
Level 4 combined FDP
  • Recognise approximate proportions of a whole and
    use simple fractions and percentages to describe
    these
  • - recognise simple equivalence between
  • fractions, decimals and percentages, e.g.
  • ½, ¼, 1/10, ¾

11
Progression in combined FDP
  • Fractions to decimals
  • - Relate to Place Value grids and Moving digits
    ITP using language of 10ths and 100ths
  • - Top two rows of coloured number line (include
    common misconceptions, e.g. ½, ¼, ¾)
  • - Use a calculator to divide and check
  • Include percentages
  • - Understand parts out of 100
  • - Link to 100ths
  • - Third line of coloured number line
  • - Fractions ITP
  • - Known facts spider diagrams (e.g. 100 1)
  • Begin to find simple equivalence mentally (High
    Level 4, links to Level 5)
  • - Reason equivalence in problem solving

12
Summary
  • Teach explicit skills and understanding then link
    to context
  • Use a range of models and images to support
    teaching and learning (practical and ICT)
  • Ensure understanding of progression and build up
    understanding gradually (not jump from written
    methods)
  • Make links where appropriate, including with
    vocabulary
  • Plan for regular opportunities for children to
    reason, explain and compare fractions, decimals
    and percentages in their many forms
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