Transcript Document

Where are you on the learning journey?
Where do you want to get to?
Converting
between fractions,
decimals and percentages.
Level
3
4
I can position
decimal
numbers
(written in
figures or
words) on a
number line.
I can convert
a decimal
number into
a percentage.
5
6
I can match a percentage to a
shaded diagram and a
fraction.
I can position fractions,
decimals and percentages on
a number line.
7
I can convert
any decimal
to a fraction,
including
recurring
decimals.
LO To convert between fractions, decimals
and percentages.
RAG
Key Words: Numerator, Denominator, Equivalent
18-Jul-15
Starter Activity
For each question put a tick in the box to
show which number is largest.
Explain your answer each time using the lines
underneath.
Starter Activity
For each question put a tick in the box to show which number is largest.
Explain your answer each time using the lines underneath, try to use the symbols <, >, or = when
explaining your answer.
Reflection
How confident were you with the starter
activity?
Your confidence level will help you to decide
which task is appropriate for you.
Colour in the arrow, up to the statement which best describes your
current understanding.
I’m so confident - I could explain this to someone
else!
I can get to the right answer but I don’t understand
well enough to explain it yet.
I understand some of this but I don’t understand all of
it yet.
I tried hard and I listened but I am finding this
challenging. I will make sure that I get help with this
next lesson.
I do not understand any of this yet. There are things I
could do to be a better learner next lesson.
Colour in the arrow, up to the statement which best describes your
current understanding.
I’m so confident - I could explain this to someone
else!
I can get to the right answer but I don’t understand
well enough to explain it yet.
I understand some of this but I don’t understand all of
it yet.
I tried hard and I listened but I am finding this
challenging. I will make sure that I get help with this
next lesson.
I do not understand any of this yet. There are things I
could do to be a better learner next lesson.
Colour in the arrow, up to the statement which best describes your
current understanding.
I’m so confident - I could explain this to someone
else!
I can get to the right answer but I don’t understand
well enough to explain it yet.
I understand some of this but I don’t understand all of
it yet.
I tried hard and I listened but I am finding this
challenging. I will make sure that I get help with this
next lesson.
I do not understand any of this yet. There are things I
could do to be a better learner next lesson.
Colour in the arrow, up to the statement which best describes your
current understanding.
I’m so confident - I could explain this to someone
else!
I can get to the right answer but I don’t understand
well enough to explain it yet.
I understand some of this but I don’t understand all of
it yet.
I tried hard and I listened but I am finding this
challenging. I will make sure that I get help with this
next lesson.
I do not understand any of this yet. There are things I
could do to be a better learner next lesson.
Where are you on the learning journey?
Where do you want to get to?
What task should I
work on?
Converting
between
fractions, decimals
and percentages.
Level
3
4
5
6
7
I can position
decimal
numbers
(written in
figures or
words) on a
number line.
I can convert a
decimal
number into a
percentage.
I can match a percentage to a
shaded diagram and a fraction.
I can position fractions,
decimals and percentages on a
number line.
I can convert
any decimal
to a fraction,
including
recurring
decimals.
Task A
Task B
Task C
Task D
Task A
Task B
Take turns to:
1. Fill in the missing decimals and percentages on card set A.
2. Place each card where you think it goes on the number line.
3. Explain your thinking.
4. The other members of your group must check and challenge
your explanation if they disagree.
5. Continue until you have placed all the cards in order.
6. Check that you all agree about the order. Move any cards you
need to, until everyone in the group is happy with the order.
Task C
Take turns to:
1. Match each area card to a decimals/percentages card.
2. Create a new card or fill in spaces on cards until all the cards have
a match.
3. Explain your thinking to your group. The other members of your
group must check and challenge your explanation if they disagree.
4. Place your cards in order, from smallest on the left to largest on
the right. Check that you all agree about the order. Move any cards
you need to, until you are all happy with the order.
Task D
Take turns to:
1. Match the fraction and scale cards to your previously matched
cards.
2. Create a new card or fill in spaces on cards until all the cards have
a match.
3. Explain your thinking to your group. The other members of your
group must check and challenge your explanation if they disagree.
4. Check that you still agree with the position of the cards on the
number line. Move any cards you need to, until you are all happy
with the order.
Making Posters - Instructions
You have been given a piece of poster paper and a glue
stick.
Glue your cards down in the agreed order.
On your poster you need to justify your matches.
If you changed your mind about the placement of a
card(s)during the activity include details of this on your
poster as well.
Task E
Change each of these decimals into fraction.
Show your method clearly next to each question.