Compare, order and represent decimals

Can name decimal fractions beyond hundredths

Spicy

Can perform

– Addition and subtraction of decimal numbers

– Multiplication of decimal numbers by whole numbers

– Division of decimal numbers by multiples of 10

Can identify fraction, decimal and percentage equivalents

**Hot**

Can perform all four operations on decimal number by decimal number.

For example 2.15 x 3.5

Connect fractions, decimals and percentages and carry out simple conversions.

Round decimals to a specified number of decimal places.

]]>Halves?

Sixths?

Ninths

Can you divide this into quarters just by adding a few lines to the diagram?

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Group 1 Student workshops – Location, translation, reflection, rotation | James | Ava | Ruby and Zoe | Peer assessed task – mapping |

Group 1 Teacher Workshops – mapping using grid references | Miss Nitschke | Mrs Sadler | Miss Nischke | |

Group 2 Student workshops – Location, translation, reflection, rotation | Eddie and Xavier | Charlie | Evie Bayes | |

Group 2 Teacher Workshops – mapping using grid references | Mrs Sadler | Mr Noonan | Mrs Sadler |

**Essential Question**

What is your essential question of your investigation?

Can this question be answered with a yes or no? (If so, think again!)

Does this question make you think of lots of other questions? (If yes, it’s a good one!)

Is this something you already know the answer to?

(If you don’t then congratulations you have found your essential question!!)

**Aim**

What are you investigating?

What do you want to find out?

How are you going to find this out?

Why do you think this is important?

**Hypothesis**

What do you think you will find?

Make some predictions based on your prior knowledge.

**Materials**

List any materials you will need to conduct your investigation (this includes anything you can think of! Example; iPad, workbook, unifix, protractor etc.)

**Secondary Questions**

These are the little questions that will drive your investigation. Come up with a few at the start and more as you go along.

Is at least one of them connected to the Success Criteria for this week? (If yes you are on the right track!)

**Mathematics Involved**

Using correct mathematical terminology list the mathematical concepts (topics) you think you will use in your investigation. This doesn’t need to be a complete list as you might discover new concepts along the way.

**Start Investigating!**

Start answering your secondary questions.

**Record everything that you do.**

If you are building or creating something you need to research and create clear plans of what you are making before construction.

** **

**Discussion/Results**

Once you answer a question, reflect on what you have learnt – what new understandings or strategies did you learn?

**Conclusion**

What were the results of your investigation?

Were they what you expected?

What did you learn?

What would you do differently next time?

What questions do you still have?

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Group 2

]]>What is a **fraction **of something or a group of things?

It is an **equal** part!

So far we have looked at equal parts when one thing is **divided**. We expressed this as a fraction of that shape or of the number line e.g. 1/2, 1/4, 2/3, 1/5, 4/6 etc.

When we compared shapes to one another and renamed each shape ‘**the whole**‘ we found that we could explain the value of any given shape acording to its relationship to the other shapes e.g. one large rectangle = five smaller rectanlges, therefore each smaller one is one fifth IF the larger one is ‘the whole’. IF the smaller one is ‘the whole’ then the larger one = 5.

This brought us to ‘**irregular fractions**‘.

We learned that an irregular fraction has a **NUMERATOR **that is larger in value than the **DENOMINATOR**. We also learned that the line dividing these two numbers is called the **VINICULUM.**

An ‘irregular fraction’ can be changed into a ‘**mixed number’ **or a ‘whole number with a fraction beside it’. We found that this can be done by using division (divide the numerator by the denominator) and expressing the left-over as a fraction again.

** Now we can convert ‘irregular fractions’ to ‘mixed numbers’ and vice versa.** There are a few

We also looked at **equivalent fractions, decimal fractions and percents**. We created a table to show the most common equivalents. If we know these by heart, then many calculations come easier!

We used **fraction pies** to combine different fractions to see if we could fit them into the pie. We found that some combinations fitted exactly and others left parts missing or needed to squeeze together to actually fit.

If we wrote these examples as number sentences this is what they looked like:

1/3 + 1/6 + 1/2 = 1

1/5 + 1/4 + 1/3 + 1/10 + 1/8 (does not equal) 1

1/8 + 1/8 + 1/8 + 1/5 + 1/10 + 1/4 + *x* =1

We found that in order to figure out these equations we needed to find **common denominators** for all the fractions. This wasn’t so easy! Knowing something about **factors and multiples** helps to find a common denominator. There are some people in the group who could explain that when the denominator changes then whatever you had to do to the denominator to get the new one – you have to do to the numerator.

e.g 1/3 + 1/6 + 1/2 = 1 …. 2/6 + 1/6 + 3/6 = 6/6 = 1 Here we **multiplied** the first fraction by 2 (top and bottom) to make it into sixths and we multiplied 1/2 by 3 (top and bottom) to make it into sixths. Then we could add all the sixths together.

Oh… and ** when the numerator and denominator are the same number they equal 1 **– every time, no matter what. So 10/10 =1, 54/54 = 1, and even 1,496/1,496 = 1.

Try some of these ‘addition of fractions’ number sentences. Fractions addition worksheet.

When we tried to find a fraction of a group of things we used the ‘bar method’.

Our stragey was:

1. Write the worded problem

2. Draw the problem

3. Write the **algorithm (or number sentence)**

For example:

A pie maker made 64 pies for 8 schools. If each school received one eighth of the pies, how many did each school receive?

Here some more examples of using the bar method with fractions:

Try some of these problems involving fractions of groups or larger numbers. Worded problems link.

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