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PPT – Level 3 Decimals PowerPoint presentation | free to download - id: 3b18f4-YTVjO

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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
- - know that 3.06 equals 306p

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?

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

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

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

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

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

Fractions, decimals and percentages

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

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

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