Transcript L.O.1 To be able to recall multiplication and division facts involving the 2,3,4,6,7 and 8 times tables.

L.O.1
To be able to recall multiplication and
division facts involving the 2,3,4,6,7 and 8
times tables.
Write answers to these questions in your
books:
1. What is the product of 7 and 8?
2. Which factors of 60 are shown on the sheet?
3. Which numbers are multiples of 6?
4. Which numbers are square numbers?
5. What is 21 divided by 3?
6. Which numbers are in the 7x table?
7. Which numbers are divisible by 3?
8. Which numbers have no other factors?
L.O.2
To be able to relate fractions to division and
to use division to find simple fractions,
including tenths and hundredths, of
numbers and quantities.
32 40 24 36 56 44 140 84
Copy these numbers into your book as they
are here.
Underneath each write what half of that number is.
Under that write what a quarter of each of these
numbers is.
32
16
8
8
8
8
8
This diagram represents 32 divided by 4.
Q. How can we use this grid to find ¾ of 32?
We can add
8 + 8 + 8 = 24
This is the same as finding:
¼ + ¼ + ¼ or ¼ x 3
Find ¾ of each of the other 2 numbers by
the same method.
9 21 36 60 330 150 99 270
Copy these numbers into your book as they
are here.
Underneath each write what one third of that
number is.
Q. How can we use these answers to find two thirds of the
number?
2/3 = 1/3+1/3 or 1/3 x 2
4/5
Q. How can we find 4/5 of 30?
30
6
6
6
1/5 of 30 is 6
4/5 of 30 = 1/5 x 4
4/5 of 30 = 6 x 4 = 24
6
6
Q. How can we find 3/5 of 35?
Q. How can we find 2/5 of 40?
Discuss these problems with two other
people in your group and on the paper
provided write down how you solve them.
Be prepared to tell the rest of the class
how you did it.
To find 3/5 of 35 we divide 35 by the
denominator 5 and multiply the answer by
the numerator 3.
LOOK……
35 / 5 = 7
7 x 3 = 21
3/5 of 35 = 21
To find 2/5 of 45 we divide 45 by the
denominator 5 and multiply the answer by
the numerator 2.
LOOK…...
45 / 5 = 9
9 x 2 = 18
2/5 of 45 = 18
1/3 ______
36
2/3 ______
Q. What is 1/3 of 36? What is 2/3 of 36?
1/3 _______
12
2/3 _______
24
36
3/3 _______
4/3 _______
Q. What is 3/3 of 36 (i.e. all of it) ?
Q. What is 4/3 of 36 (i.e. more than all of it) ?
45 ( fifths) ; 48 ( sixths) ;
21 (sevenths) ; 56 ( eighths).
With the other two people in your group find fifths of 45
i.e. 1/5; 2/5; 3/5; 4/5; 5/5; 6/5
sixths of 48;
sevenths of 21:
eighths of 56.
Q. What is 6/7 of 21?
Find answers to these sums:
Tetrahedra: 2/3 of 30; ¾ of 32; 2/5 of 45
Spheres: ¾ of 36; 2/3 of 24; 4/5 of 60
Prisms: 2/5 of 65; 3/8 of 72; 2/7 of 63;
5/6 of 42; 2/9 of 27; 4/11 of 121.
6 minutes
£ 520
32m.
28 kg.
Q. What is 3/10 of $ 520?
Q. If 3/8 of 32m. is 12m.,
what is 6/8 of 32m? What is ¾ of 32m?
Q. What is 1/7 of 28kg?
What is 3/7; 6/7; 9/7 of 28kg?
Be prepared to explain how you worked
out the answers!
By the end of the lesson children
should be able to:
Relate fractions to division.
Find fractions to numbers and
quantities.
L.O.1
To be able to multiply or divide whole
numbers up to 10 000 by 10 or 100
Answer the questions neatly in
your books.
Put 1 to 10.
10 minutes
L.O.2
To be able to relate fractions to division
and to use division to find simple fractions,
including tenths and hundredths of
numbers and quantities.
Remember…..
3/10 of £520 = (£520 / 10)x 3 = £52 x 3 = £156
(The brackets show which calculation to do first)
Let’s try this:
4/5 of 35m. =
Copy this calculation into your book as a guide.
£120
A had 1/6
was shared out in this way.
B had 2/5
C had 3/10
How much did D have?
You have three minutes to work out the answer
with your group.
How did you do it?
Look:
A had 1/6 of £120 = £120 / 6 = £20
B had 2/5 of £120 = (£120 /5)x2 = £24x2 = £48
C had 3/10 of £120 =(£120/10)x3 = £12x3 = £36
£20 + £48 + £36 = £104
D gets £120 - £104 = £16
20 minutes
It is school activity day for the 160 pupils at
Lovemaths Junior School.
Q. 3/10 of the children play table tennis. How many
children is that?
Q. 2/5 of the children play football. How many is that?
Q. ¼ of the pupils choose a cookery activity. How many
are in the kitchen?
Q. What number of the pupils can’t decide what to do?
By the end of the lesson children
should be able to:
Relate fractions to division.
Find fractions of numbers and
quantities.
L.O.1
To be able to count steps of a quarter, a
third, a half and a fifth.
We are going to count in quarters.
0
¼
2/4
¾
4/4
5/4
6/4
7/4
8/4
9/4
10/4
We are going to count in quarters.
0
¼
2/4
¾
4/4
5/4
1
11/4
6/4
7/4
12/4 13/4
8/4
2
9/4
10/4
21/4 22/4
We are going to count in thirds.
0
1/3
2/3
3/3
1
4/3
5/3
11/3 12/3
6/3
7/3
2
21/3
8/3
22/3
9/3
10/3
3
31/3
We are going to count in halves.
0
½
2/2
3/2
4/2
5/2
6/2
7/2
8/2
9/2
10/2
1
1½
2
2½
3
3½
4
4½
5
We are going to count in fifths.
0
1/5
2/5
3/5
4/5
5/5
1
6/5
7/5
8/5
9/5
11/5 12/5 13/5 14/5
10/5
2
L.O.2
To be able to order a set of fractions
including mixed numbers and position
them on a number line.
4/4 =
1;
3/3 =
1;
2/2 =
1;
5/5 = 1
Q. What other fractions are equivalent to
1.
Q. If a fraction is equivalent to 1 what can we say
about the numerator and the denominator?
8/4;
6/3;
4/2;
10/5
Q. How else can we represent these fractions?
Q. What fractions would be equivalent to:
3
4
5
Q. How do we decide if a fraction is equivalent to a
whole number?
[Hint: Is it something to do with the relationship between the numerator and the
denominator?]
6
10
3
4
Q. What must the numerators be to make these fractions
equivalent to
5?
Why?
36
40
120
Q. What must the denominators be to make these fractions
equivalent to
4?
Why?
16 / 5
Q. Which whole numbers does this fraction
lie between?
Remember these signs?
>
<
Look….
16/5 > 15/5 (=
3) ; 16/5 < 20/5 (= 4)
16/5 =
31/5 is called a
31/5
MIXED NUMBER
because it’s a mixture of a whole number
(
3 )and a fraction (1/5)
16/5 = 31/5
31/5
0
1
2
3
4
5
This is where our mixed number will go on a number line.
Copy carefully into your book:
9/4 > 8/4 = (2) ;
9/4 < 12/4 =(3)
9/4 =
21/4
3
11/3 > 9/3 = (3);
11/3 < 12/3 = (4)
11/3= 2/3
29/6 >24/6 = (4);
29/6 < 30/6 = (5)
29/6=
11/10>10/10 = (1); 11/10< 20/10 = (2)
45/6
1
11/10= 1/10
9/4
0
11/3
11/10
21/4
1
2
29/6
11/10
31/5 32/3
3
4
45/6
5
This is where our mixed numbers will go on a number line.
Copy these fractions into your books then write
underneath each one its value as a mixed
number.
9/4
7/4
5/2
15/8
23/8
19/8
Put the mixed number values on a number line.
REMEMBER:
¼ = 2/8
½ = 4/8
¾ = 6/8
Do worksheet.
We are going to convert these to mixed
fractions and put them on the number line.
22/3
0
13/4
7/3
1
Q. Which is larger 22/3 or
2
21/4 ?
3/2
5/4
3
By the end of the lesson children
should be able to :
Convert improper fractions to mixed
numbers;
Place fractions in order.
L.O.1
To be able to round numbers with one
decimal place to the nearest integer
Positive and Negative whole
numbers are called integers.
e.g.
3; 301; -7.
9.1 9.3
9.5
9.6
9.9
Q. How do we round these numbers to the
nearest integer?
9.1 9.3
9
9.5
9.6 9.9
10
Round these numbers to the nearest
integer:
10.7
3.2
1.1
0.9
0.1
4
Q. Which numbers with 1 decimal
place round to 4?
The numbers from 3.5 to 4.4 round to 4.
3.5
3.6
3.7
3.8
3.9
4.0
4.1
4.2
4.3
4.4
In your book write which numbers with one
decimal point will round to each of these:
1.
2.
3.
7
1
0
L.O.2
To be able to round a number with one or
two decimal places to the nearest integer.
I need volunteers to draw these numbers
on the number line.
(but only if you can say the number correctly.)
3.32
3.68
3.94
3.17
3
4
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10 3.20
3.30
3.40
3.50
3.60
3.70
3.80
3.90
Would 3.32 be rounded down to
3 or up to 4?
What about the other numbers?
3.32
3
3.17
3.1
3.68
3.94
3.32
3.17
3.68
3.94
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10 3.20
3.30
3.40
3.50
3.60
3.70 3.80
3.90
4
Q. Which digit is most important when we
are deciding how to round numbers to
the nearest integer?
Q. How does the number 5 as the first
decimal digit affect whether we round
a number up or down?
In your book draw a number line from
7 to 8.
Put these numbers on it.
7.13
7.74
7.57
7.28
7.83
7.46
You should have a line that looks like this:
7
7.13
7.28
7.46 7.57
7.74 7.83
8
In your book round these lengths to the
nearest metre:
5.73 m
2.97 m
12.03 m
8.48 m
9.25 m
18.52 m
I start with a number which has two decimal
places. I round it to the nearest integer. The
answer is 3.
Q. What could my number be?
Q. What is the largest / smallest number
I could have?
In your books round each amount on the
next slide to the nearest £.
Write some numbers which have 2 decimal
points and ask your partner to round them to
the nearest integer.
£3.49
Q. Will this round to £3 or £4?
By the end of the lesson children
should be able to:
Round decimals with one or two
decimal places to the nearest
whole number.