# Level 3 Decimals - PowerPoint PPT Presentation

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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
• 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.
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
• - 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