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Fractions decimals

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Fractions decimals & percentages YR 4/5 Mrs Swift Learning objective; To recognise the equivalence between decimals and fractions To Begin to understand percentage as ... – PowerPoint PPT presentation

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Title: Fractions decimals


1
Fractions decimals percentages
  • YR 4/5 Mrs Swift

2
Learning objective
  • To recognise the equivalence between decimals
    and fractions
  • To Begin to understand percentage as the number
    of parts in every hundred.

3
1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10 1
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
4
  • What fraction of the strip is shaded?

5
  • The decimal fraction of this strip that is shaded
    is ?

6
  • What fraction of the strip is shaded?

7
  • The decimal fraction of this strip that is shaded
    is ?

8
  • What fraction of the strip is shaded?

9
  • The decimal fraction of this strip that is shaded
    is ?

10
  • What fraction of the strip is shaded?

11
  • The decimal fraction of this strip that is shaded
    is ?

12
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9
1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10
1/100 2/100 3/100 4/100 5/100 6/100 7/100 8/100 9/100
1/1000 2/1000 3/1000 4/1000 5/1000 6/1000 7/1000 8/1000 9/1000
13
How could we represent 16.3 using the grid?
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9
1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10
1/100 2/100 3/100 4/100 5/100 6/100 7/100 8/100 9/100
1/1000 2/1000 3/1000 4/1000 5/1000 6/1000 7/1000 8/1000 9/1000
14
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9
1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10
1/100 2/100 3/100 4/100 5/100 6/100 7/100 8/100 9/100
1/1000 2/1000 3/1000 4/1000 5/1000 6/1000 7/1000 8/1000 9/1000
15
How could we represent 19.5 using the grid?
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9
1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10
1/100 2/100 3/100 4/100 5/100 6/100 7/100 8/100 9/100
1/1000 2/1000 3/1000 4/1000 5/1000 6/1000 7/1000 8/1000 9/1000
16
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9
1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10
1/100 2/100 3/100 4/100 5/100 6/100 7/100 8/100 9/100
1/1000 2/1000 3/1000 4/1000 5/1000 6/1000 7/1000 8/1000 9/1000
17
How could we represent 4.72 using the grid?
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9
1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10
1/100 2/100 3/100 4/100 5/100 6/100 7/100 8/100 9/100
1/1000 2/1000 3/1000 4/1000 5/1000 6/1000 7/1000 8/1000 9/1000
18
1000 2000 3000 4000 5000 6000 7000 8000 9000
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9
1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10
1/100 2/100 3/100 4/100 5/100 6/100 7/100 8/100 9/100
1/1000 2/1000 3/1000 4/1000 5/1000 6/1000 7/1000 8/1000 9/1000
19
Your task
  • Task 1
  • Take turns to 1. Write a number with 1 or 2
    decimal places.
  • 2. Partner cover number on place value chart.
    3. Both children say decimal out loud. Repeat
    several times.
  • Task 2
  • Take turns to 1. Cover a number using 3 or 4
    counters.
  • 2. Partner records number in decimal form.
  • 3. Both children say decimal out loud. Repeat
    several times
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