Year 4 Maths meeting - Oundle CE Primary School...Year 4 Maths meeting 1. Which number is largest in...

Year 4 Maths meeting

1. Which number is largest in this set: 4203 4563 4789 423 4585

2. Using column addition: 2365 + 6872 =

3. Use written method: 221 x 4=

4. Which weight is heavier? 2 lots of 1.5kg or 3.5 kg?

5. Subtract 2332 from the number below:

ANSWERSYear 4 Maths meeting

1. Which number is largest in this set: 4203 4563 4789 423 4585

2. Using column addition: 2365 + 6872 = 9237

3. Use written method: 221 x 4= 884

4. Which weight is heavier? 2 lots of 1.5kg or 3.5 kg? 3.5kg because 1.5kg X2 = 3 kg so

3.5kg is heavier

5. Subtract 2332 from the number below: 5264 – 2332= 2932

221X 4

480

+ 800884

Lesson Objective: To be able to identify equivalent fractions.

Success Criteria:• I can explain what a numerator and

denominator are.• I can use my knowledge of multiplication to find

equivalent fractions.

What is this square?

How could this possibly help us with equivalent fractions.

Identify more equivalent fractions.

What does the word equivalent mean?

What is an equivalent fraction?

Look at the fractions displayed….

Can you see any equivalent fractions here?

Look at the equivalent fractions you have found.

1. What relationship can you see between the numerators and denominators?

2. Are there any patterns? 3. Can a fraction have

more than one equivalent fraction?

Recap

Recap

1. What relationships can you see between the fractions?

2. If I multiply the numerator by a number, what do I have to do to the denominator to keep it equivalent? Is this always true?

3. What relationships can you see between the numerator and denominator?

4. Can you remember your conjecture from our last lesson?

Recap

Lesson 5

You can use the fraction wall to help you.Remember your conjecture for equivalent fractions.

½ = ?/10

How can our 2x table or 10x table help us?

What has happened to change the denominator to 10?

Can you do the same to the numerator?

¼ = ?/10

Is this possible? Why or why not?

You could fold some paper to see

What changes are made to the numerator and denominator?

Can you think of a rule for making equivalent fractions?

Using your conjecture, can you follow your rule to calculate this?

Why doesn’t this work for tenths?

Can using your xtableshelp?

Multiply each by 25

Use the fraction wall or use your own strips of paper to explore!

Remember, whatever you do to the numerator, you must also do to the denominator.

Use the fraction wall or use your own strips of paper to explore!

Remember, whatever you do to the numerator, you must also do to the denominator.

ANSWERS:

Chapter 6, Lesson 5

These tasks are found in your MNP

workbook pages 165-166.

Remember, whatever you do to the numerator, you must also do to the denominator

You should work backwards and divide the larger denominator by the smaller one

Divide 200 by 10and then that is how many you multiply the numerator by

Chapter 6, Lesson 5

These tasks are found in your MNP

workbook pages 165-166.

Remember, whatever you do to the numerator, you must also do to the denominator

You should work backwards and divide the larger denominator by the smaller one

Divide 40 by 8 and then that number is how many you multiply the numerator by

ANSWERS on the next slides

ANSWERS:

Check your answers and mark (Show

any corrections).

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ANSWERS:

Check your answers and mark (Show

any corrections).

Upload onto Class Dojo.

Reflection