Year 5: Week 2, Day 1 Decimals: Multiply and divide by 10 ...€¦ · Multiplying and dividing by 10, 100 and 1000 1. 456.8 × 10 2. 4568 ÷ 10 3. 2.76 × 10 4. 843 ÷ 100 5. 47.3

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Year 5: Week 2, Day 1 Decimals: Multiply and divide by 10, 100 and 1000

Each day covers one maths topic. It should take you about 1 hour or just a little more.

1. Start by reading through the Learning Reminders.

They come from our PowerPoint slides.

2. Tackle the questions on the Practice Sheet.

There might be a choice of either Mild (easier) or Hot (harder)! Check the answers.

3. Finding it tricky? That’s OK… have a go with a

grown-up at A Bit Stuck?

4. Have I mastered the topic? A few questions to Check your understanding. Fold the page to hide the answers!

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Learning Reminders

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Learning Reminders

When we multiply by 10, 100 and 1000, the digits all move together, one, two, or three place value columns to the left. When we divide by 10, 100 and 1000, the digits all move together, one, two, or three place value columns to the right.

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© Hamilton Trust

Practice Sheet MildMultiplying and dividing by 10 and 100

1. 34.6 × 10 2. 34.6 × 100 3. 6.74 × 10 4. 6.74 × 100

5. 483 ÷ 10 6. 483 ÷ 100 7. 56.1 ÷ 10 8. 56.1 × 100

9. 83.4 × = 834 10. 83.4 ÷ = 8.34

11. 47.2 ÷ = 4.72 12. 47.2 × = 4720

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© Hamilton Trust

Practice Sheet HotMultiplying and dividing by 10, 100 and 1000

1. 456.8 × 10 2. 4568 ÷ 10 3. 2.76 × 10 4. 843 ÷ 100

5. 47.3 × 100 6. 783 ÷ 100 7. 45.62 × 100 8. 783.4 ÷ 10

9. 45.74 × 1000 10. 3620 ÷ 1000

11. 348.2 × = 3482 12. 34,820 ÷ = 34.82

Challenge

Complete the following calculations.

78.43 × = 7843 78.43 × = 78,430 6450 ÷ = 64.5 6450 ÷ = 6.45

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Extra Practice for All

Complete any empty boxes on this diagram. Watch out - they might be answers or operations…

Create a similar diagram for a partner to solve.

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Practice Sheets Answers

Multiplying and dividing by 10 and 100 (mild)

1. 34.6 × 10 = 346 2. 34.6 × 100 = 3460 3. 6.74 × 10 = 67.44. 6.74 × 100 = 674 5. 483 ÷ 10 = 48.3 6. 483 ÷ 100 = 4.837. 56.1 ÷ 10 = 5.61 8. 56.1 × 10 = 561 9. 83.4 × 10 = 83410. 83.4 ÷ 10 = 8.34 11. 47.2 ÷ 10 = 4.72 12. 47.2 × 100 = 4720

Multiplying and dividing by 10, 100 and 1000 (hot)

1. 456.8 × 10 = 4568 2. 4568 ÷ 10 = 456.8 3. 2.76 × 10 = 27.64. 843 ÷ 100 = 8.43 5. 47.3 × 100 = 4730 6. 783 ÷ 100 = 7.837. 45.62 × 100 = 4562 8. 783.4 ÷ 10 = 78.34 9. 45.74 × 1000 = 4574010. 3620 ÷ 1000 = 3.62 11. 348.2 × 10 = 3482 12. 34,820 ÷ 1000 = 34.82

Challenge

78.43 × 100 = 7843 78.43 × 1000 = 78,4306450 ÷ 100 = 64.5 6450 ÷ 1000 = 6.45

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Extra Practice for All Answers

Complete any empty boxes on this diagram. Watch out - they might be answers or operations…

Create a similar diagram for a partner to solve.

÷ 100

27,300

÷ 10

x 100

273

0.0273

A Bit Stuck?Left, left, right, right?

Work in pairs, but record numbers on your own place value grid

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Learning outcomes:• I understand the value of each digit in a number with two decimal places.• I am beginning to multiply numbers with two decimal places by 100 and divide 3-digit numbers by 100.

Things you will need:• A place value grid• A pencil

S-t-r-e-t-c-h:Multiply 0.25, 0.09 and 1.03 by 100. Divide 408, 27 and 360 by 100.

What to do:

• Look at the first group of fraction strips.What number are they showing?Write the number in your place value grid.

• Multiply this number by 100.Write the answer in your place value grid.

• Repeat this for each fraction picture.

• Choose three of these numbers to divide by 100.Write the number and the answer in your place value grid.

654 127 243 438 364

100s 10s 1s 0.1s 0.01s

1 6 11 6 1

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© Hamilton Trust

100s 10s 1s 0.1s 0.01s•


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Check your understanding Questions

Divide 47,310 by 10 repeatedly until you get a number that is less than 100. Write that number.

Fill the empty boxes: 0.15 = 1.5 10 5209 = x 100 ÷ 100 = 4.7 10.08 = ÷ 1000

Write the next two numbers in each sequence. 0.41 4.1 ____ ____ 2.05 20.5 ____ ____ 43,020 4302 ____ ____

True or false? 4030 ÷ 100 = 43 1.09 x 100 = 190 0.09 x 10 = 0.9 7000 ÷ 1000 = 0.7

Fold here to hide answers

Check your understanding

Answers

Divide 47,310 by 10 repeatedly until you get a number that is less than 100. Write that number. 47.31 Each time the number is divided by 10, the digits move one place value column to the right: 47,310 4731 473.1 47.31

Fill the empty boxes: 0.15 = 1.5 ÷ 10 5209 = 52.09 x 100 470 ÷ 100 = 4.7 10.08 = 10,080 ÷ 1000

Write the next two numbers in each sequence.

0.41 4.1 41 410 (Multiplying by 10) 2.05 20.5 205 2050 (Multiplying by 10) 43,020 4302 430.2 43.02 (Dividing by 10)

True or false? 4030 ÷ 100 = 43 False – should be 40.3 1.09 x 100 = 190 False – should be 109 0.09 x 10 = 0.9 True 7000 ÷ 1000 = 0.7 False – should be 7

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Year 5: Week 2, Day 2 Decimals: Rounding to the nearest tenth and whole









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Learning Reminders

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Learning Reminders

© Hamilton Trust

Learning Reminders

© Hamilton Trust

© Hamilton Trust

Practice Sheet MildPlacing and rounding decimals

Mark the numbers in the table on the line. Then round them to the nearest tenth and whole number.

2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3

Number Nearest tenth Nearest whole

2.49

2.25

2.05

2.53

2.94

2.06

2.31

2.86

2.75

2.17

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© Hamilton Trust

Practice Sheet HotPlacing and rounding decimals

Mark the numbers in the table on the line. Then round them to the nearest tenth and whole number. What other marks or numbers could you put on the line to help you?

2 2.5 3


2.49

2.78

2.25

2.53

2.94

2.06

2.31

2.86

2.65

2.17

Challenge

Mark the following numbers on the line:a) The smallest 2-place decimal that rounds up to 2.5 as the nearest tenth.b) The largest 2-place decimal that rounds down to 3 as the nearest whole.

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2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3

Placing and rounding decimals (mild)


2.49 2.5 2

2.25 2.3 2

2.05 2.1 2

2.53 2.5 3

2.94 2.9 3

2.06 2.1 2

2.31 2.3 2

2.86 2.9 3

2.75 2.8 3

2.17 2.2 2

2.492.25

2.052.53 2.942.06 2.31 2.862.17


2.75

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2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3

Placing and rounding decimals (hot)


2.49 2.5 2

2.78 2.8 3

2.25 2.3 2

2.53 2.5 3

2.94 2.9 3

2.06 2.1 2

2.31 2.3 2

2.86 2.9 3

2.65 2.7 3

2.17 2.2 2

2.492.25

2.53 2.942.06 2.31 2.862.652.17 2.78

Challenge

a.) 2.44b.) 2.49

S-t-r-e-t-c-h: Learning outcomes:

© Hamilton Trust

A Bit Stuck?Mark and round

Work in pairs, but write on your own sheetThings you will need:• 0 to 9 digit cards• A pencil

What to do:

• Shuffle the digit cards.Turn them face down.Take the top two cards and make a number with onedecimal place, e.g. take 6 and 4 to make 6.4.

• Mark this number on the line.

• Round this number to the nearest whole number.

• Repeat.

• When all the cards have been used, shuffle them and placeface down. That way you can keep playing.

• How many numbers can you mark and round before time is up?

6.4 rounds to 63.7 rounds to ...

0 1 2 3 4 5 6 7 8 9 10

Think of two numbers between 4 and 5, one which rounds down to 4 and one which rounds up to 5.

• I can mark numbers with one decimal place on a marked number line.• I can round numbers with one decimal place to the nearest whole.• I am beginning to solve problems involving rounding to the nearest whole.

practice_add-sub_34190© Hamilton Trust

1 2 3 4 5

6 7 8 10

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What number am I? (three clues for just one number – guess after each clue) A (i) I round to 5.6 as the nearest tenth. (ii) I round to 6 as the nearest whole number. (iii) My digital root is 6. B (i) I round to 3.5 as the nearest tenth. (ii) I round to 3 as the nearest whole number. (iii) My digits are consecutive.

Sam wrote: 2.49 rounds to 3 as the nearest whole number because 2.49 rounds to 2.5 as the nearest tenth, and 2.5 rounds up to 3 as the nearest whole number. Explain why his reasoning is incorrect.

Fold here to hide answers:

Check your understanding Answers

What number am I? (three clues for just one number – guess after each clue) A (i) I round to 5.6 as the nearest tenth. (ii) I round to 6 as the nearest whole number. (iii) My digital root is 6. 5.55 or 5.64 B (i) I round to 3.5 as the nearest tenth. (ii) I round to 3 as the nearest whole number. (iii) My digits are consecutive. 3.45

Sam wrote: 2.49 rounds to 3 as the nearest whole number because 2.49 rounds to 2.5 as the nearest tenth, and 2.5 rounds up to 3 as the nearest whole number. Explain why his reasoning is incorrect. This is a common misunderstanding. To round 2.49 to the nearest whole, the original number must be used. It can be checked on a number line that 2.49 is closer to (and therefore rounds to) 3 not 4.

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Year 5: Week 2, Day 3 Use equivalence to compare and order fractions









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Learning Reminders

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Learning Reminders

© Hamilton Trust

Learning Reminders

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Learning Reminders

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Challenge

Challenge copy here...

Working towards ARE© Hamilton Trust

Practice Sheet MildEquivalent fractions

Use the fraction wall to help you join each fraction on the left to the equivalent fraction in its simplest form.

Challenge

Write some fractions which are equivalent to 1/4 but not on the fraction wall.

2/8

3/6

3/9

3/12

4/12

5/10

4/8

6/8

2/6

4/6

8/12

9/12

1/2

1/3

2/3

1/4

3/4

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© Hamilton Trust

Body copy here

Challenge

Working at ARE


© Hamilton Trust

© Hamilton Trust

Practice Sheet MildOrdering fractions

Write these fractions as 1/6s. Then write them in order, starting with the smallest first.

2/3 1/2 1/3


1/2 2/5 3/5


2/3 3/4 1/4 1/3 1/6 5/6 1/2

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Challenge



Practice Sheet HotEquivalent fractions

Ring all the fractions that are equivalent to 1/4

Challenge 2

Write at least 5 fractions which are equivalent to 2/5 .

2/8 2/7 3/12 4/20 5/20 1/ 0/30 1/ 0/40 4/16 4/100


3/12 3/6 2/6 4/12 4/9 1/ 0/30 3/9 5/15 6/15


5/15 2/10 3/15 4/20 5/20 5/100 2/ 0/100 1/ 0/50 4/25

Complete this list of fractions equivalent to 3/4

4 8 12 16 20

60 100

3 30 21

Challenge 1

Ava says that she can write 1/2, 3/4 , 2/5 and 2/3 as an equivalent number of fiftieths.Do you agree with her?

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© Hamilton Trust

Practice Sheet HotComparing and ordering fractions

Compare these pairs of fractions. Write them as the same ‘sort’ of fractions (with the same denominator), then write > or < in between.

Challenge

Create a group of four fractions with different denominators that can be re-written as the same ‘sort’. Order them using > or < symbols.

1. 2/3 3/6 2. 2/3 2/9 3. 3/10 1/5 4. 3/4 7/8

5. 5/6 1/ 1/12 6. 7/10 3/5 7. 1/3 5/12 8. 2/5 7/15

9. 7/10 1/ 3/20 10. 1/3 4/15 11. 1/2 2/5 12. 2/3 4/5

Write these groups of fractions as the same ‘sort’ of fractions. Then write each group in order from least to greatest.

13. 1/2 3/4 5/8 14. 1/2 3/5 7/10

15. 1/3 4/15 2/5 16. 1/ 7/20 4/5 7/10

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Challenge




Equivalent fractions (mild)

2/8 3/6

3/9

3/12

4/12

5/10

4/8 6/8 2/6 4/6

8/12 9/12

1/2

1/3

2/3

1/4

3/4

Equivalent fractions (hot)The fractions equivalent to 1/4 are: 2/8 3/12 5/20 1/ 0/40 4/16

The fractions equivalent to 1/3 are: 2/6 4/12 1/ 0/30 3/9 5/15

The fractions equivalent to 1/5 are: 2/10 3/15 4/20 2/ 0/100 1/ 0/503/4 6/8 9/12 1/ 2/16 1/ 5/20 3/ 0/40 4/ 5/60 7/ 5/100 2/ 1/28 The final fraction in this list can be any that is equivalent to 3/4.

Fractions equivalent to 2/5 could include: 4/10 6/15 8/20 1/ 0/25 1/ 2/30 and so on

Challenge 2

Ava is partly correct: 1/2 = 2/ 5/50 and 2/5 = 2/ 0/50. but 2/3 and 3/4 cannot be writen as fiftieths, because thedenominators are not factors of 50.

Challenge 1

Ordering fractions (mild)

2/3 = 4/61/2 = 3/61/3 = 2/6

Order smallest first: 1/3 1/2 2/3

1/2 = 5/102/5 = 4/103/5 = 6/10

Order smallest first: 2/5 1/2 3/5

2/3 = 8/123/4 = 9/121/4 = 3/121/3 = 4/121/6 = 2/125/6 = 1/ 0/121/2 = 6/12

Order smallest first: 1/6 1/4 1/3 1/2 2/3 9/12

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Comparing and ordering fractions (hot)

1. 2/3 = 4/6, so 2/3 > 3/6 2. 2/3 = 6/9, so 2/3 > 2/9

3. 1/5 = 2/10, so 3/10 > 1/5 4. 3/4 = 6/8, so 3/4 < 7/8

5. 5/6 = 1/ 0/12, so 5/6 < 1/ 1/12 6. 3/5 = 6/10, so 7/10 > 3/5

7. 1/3 = 4/12, so 1/3 < 5/12 8. 2/5 = 6/15, so 2/5 < 7/15

9. 7/10 = 1/ 4/20, so 7/10 > 1/ 3/20 10. 1/3 = 3/15, so 1/3 > 4/15

11. 1/2 = 5/10 and 2/5 = 4/10, so 1/2 > 2/5 12. 2/3 = 1/ 0/15 and 4/5 = 1/ 2/15, so 2/3 < 4/5

13. 1/2 = 4/8 3/4 = 6/8, so 1/2 < 5/8 < 3/4 14. 1/2 = 5/10 3/5 = 6/10, so 1/2 < 3/5 < 7/10

15. 1/3 = 5/15 2/5 = 6/15, so 4/15 < 1/3 < 2/5 16. 7/10 = 1/ 4/20 4/5 = 1/ 6/20, so 7/10 < 4/5 < 1/ 7/20

¼ = 2⁄8¾ =

What to do:

1. Label the quarters above this line. Label the eighthsbelow it.

Now write as many pairs of equivalent fractions as you can.

2. Label the fifths above this line. Label the tenths below it.


3. Label the sixths above this line. Label the twelfths below it.


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A Bit Stuck?Fraction families

Things you will need:• A pencil

0 1

0 1

0 1

Learning outcomes:• I can identify pairs of equivalent fractions on a fraction line.• I am beginning to identify fractions which are equivalent to ½, ¼ and ⅓, without thehelp of fraction line.

S-t-r-e-t-c-h:Write as many fractions as you can which are equivalent to ½, ¼ and ⅓.

© Hamilton Trust

© Hamilton Trust

Body copy here

Challenge

Working at ARE


© Hamilton Trust

© Hamilton Trust

Resource Sheet Fraction Wall

1

1 _2

1 _2

1 _3

1 _3

1 _3

1 _4

1 _4

1 _4

1 _4

1 _5

1 _5

1 _5

1 _5

1 _5

1 _6

1 _6

1 _6

1 _6

1 _6

1 _6

1 _7

1 _7

1 _7

1 _7

1 _7

1 _7

1 _7

1 _8

1 _8

1 _8

1 _8

1 _8

1 _8

1 _8

1 _8

1 _9

1 _9

1 _9

1 _9

1 _9

1 _9

1 _9

1 _9

1 _9

1 _10

1 _10

1 _10

1 _10

1 _10

1 _10

1 _10

1 _10

1 _10

1 _10

1 _11

1 _11

1 _11

1 _11

1 _11

1 _11

1 _11

1 _11

1 _11

1 _11

1 _11

1 _12

1 _12

1 _12

1 _12

1 _12

1 _12

1 _12

1 _12

1 _12

1 _12

1 _12

1 _12

© Hamilton Trust


• Write three fractions equivalent to 3/5. • Make an observation about the pattern in the denominators. • Then write three fractions equivalent to 2/3 and do the same.

What can you predict about the pattern in the denominators of fractions equivalent to 5/6?

Write the missing numbers to make each number sentence true.

?/6 > 7/12 ?/6 = 5/? 4/? < 5/?



• Write three fractions equivalent to 3/5. e.g. 6/10 9/15 12/20 • Make an observation about the pattern in the denominators. They are all multiples of 5. • Then write three fractions equivalent to 2/3 and do the same. E.g. 4/6 6/9 8/12 Denominators

are multiples of 3. • What can you predict about the pattern in the denominators of fractions equivalent to 5/6?

They will be multiples of 6, e.g. 10/12 15/18 20/24

Write the missing numbers to make each number sentence true.

?/6 > 7/12 1, 2 or 3 sixths ?/6 = 5/? 1/6 = 5/30 4/? < 5/? Many possibilities, some that can be checked on a fraction wall, e.g. 4/7 < 5/6

.

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Year 5: Week 2, Day 4 Find unit fractions of amounts









© Hamilton Trust

Learning Reminders

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Learning Reminders

© Hamilton Trust

© Hamilton Trust

Practice Sheet MildFind unit fractions of amounts

Challenge

What fraction of 125 is 25? What fraction of 182 is 26?

1. 1/5 of 150 2. 1/5 of 250 3. 1/3 of 240 4. 1/3 of 126

5. 1/4 of 248 6. 1/4 of 156 7. 1/6 of 126 8. 1/6 of 186

9. 1/8 of 248 10. 1/8 of 176 11. 1/7 of 147 12. 1/7 of 175

13. 1/9 of 279 14. 1/9 of 207 15. 1/6 of 144 16. 1/8 of 144

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Practice Sheet Hot

Find unit fractions of amounts

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Find unit fractions of amounts (mild)

1. 1/5 of 150 = 30 2. 1/5 of 250 = 50

3. 1/3 of 240 = 80 4. 1/3 of 126 = 42

5. 1/4 of 248 = 62 6. 1/4 of 156 = 39

7. 1/6 of 126 = 21 8. 1/6 of 186 = 31

9. 1/8 of 248 = 31 10. 1/8 of 176 = 22

11. 1/7 of 147 = 21 12. 1/7 of 175 = 25

13. 1/9 of 279 = 31 14. 1/9 of 207 = 23

15. 1/6 of 144 = 24 16. 1/8 of 144 = 18


Challenge

25 is 1/5 of 125. 26 is 1/7 of 182.

Find unit fractions of amounts (hot)

Of these numbers, 144 has the most possible unit fractions. It is divisible by 3, 4, 6, 8 and 9, as well as by 1, 2, 12, 18, 24, 36, 48 and 72!

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A Bit Stuck?Fraction facts

Learning outcomes:• I can use bar models to find ⅓s, ¼s and ⅕s of numbers.• I am beginning to draw my own bar models to find fractions of amounts.

Work in pairs, but write your answers on your own sheet

What to do:

• Work out what number needs to go in each empty sectionof the bar model. Then write a list of fraction facts to gowith each.

¼ of 12 is

½ of 12 is

¾ of 12 is

4⁄4 of 12 is

• Choose at least four other bar models. Work out what number needs to go in each empty section of the bar model. Thenwrite a list of fraction facts to go with each.


S-t-r-e-t-c-h:Draw your own bar models to show ⅓s of 15 and ¼s of 28.

12 12

⅓ of 12 is

⅔ of 12 is

3⁄3 of 12 is

Use this activity to support learning for both today and tomorrow (Week 2 Day 5)

© Hamilton Trust

24 21

40

32

30

24

15

30

25


© Hamilton Trust


© Hamilton Trust


© Hamilton Trust


Draw a bar diagram to represent each problem.

i. 1/3 of 84 ii. 1/5 of 215 iii. 1/7 of 315

Now find each answer…

List all possible unit fractions of the following numbers: 35 48 60 100




1/3 of 84 = 28 84

28 28 28

1/5 of 215 = 43 215

43 43 43 43 43

1/7 of 315 = 45 315

45 45 45 45 45 45 45

List all possible unit fractions of the following numbers:

35 1/5, 1/7, 1/35 48 1/2, 1/3, 1/4, 1/6, 1/8, 1/12, 1/16, 1/24, 1/48 60 1/2, 1/3, 1/4, 1/5, 1/6, 1/10, 1/12, 1/15, 1/20, 1/30, 1/60 100 1/2, 1/4, 1/5, 1/10, 1/20, 1/25, 1/50, 1/100

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Year 5: Week 2, Day 5 Find non-unit fractions of amounts









© Hamilton Trust

Learning Reminders

© Hamilton Trust

Learning Reminders

© Hamilton Trust

Learning Reminders

© Hamilton Trust

© Hamilton Trust

Practice Sheet MildFinding fractions of amounts

240

180

128

150

210

180

1. 1/10 of 240

2. 1/3 of 180

3. 1/4 of 128

4. 1/5 of 150

5. 1/7 of 210

6. 1/9 of 180

3/10 of 240

2/3 of 180

3/4 of 128

4/5 of 150

3/7 of 210

4/9 of 180

© Hamilton Trust

© Hamilton Trust

Practice Sheet MildSolving word problems

1. There are 210 children in a school. There are 7 classes with the same number of children in each class.How many are in each class?

2. School dinners cost £2.25 per child per day. How much does it cost a child for one week of dinners?

3. Out of 148 children having school dinners, 1/2 chose pasta, 1/4 chose jacket potatoes and the restchose curry. How many children chose curry?

4. The area of each classroom is 42m². What is the total area of all 7 classrooms?

5. Of the 120 children in KS2, 3/4 have got their 25m swimming badge. How many have yet to swim far enough to earn their badge?

6. Children are in school 6 1/4 hours each day. How many hours are they in school during one week offivedays?

7. A sponsored spell has raised £280 for wet play games. This will be split evenly between the 7 classes.How much will each class get to spend?

© Hamilton Trust

© Hamilton Trust

Practice Sheet HotFinding fractions of amounts

141

128 180

210 189

3/4 of 128

7. 5/6 of 192 8. 3/8 of 192 9. 5/7 of 224 10. 5/8 of 100

180

2/5 of 180 5/6 of 180

6/7 of 210 2/3 of 141 7/9 of 189

1. 2. 3.

4. 5. 6.

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© Hamilton Trust

Practice Sheet HotSolving word problems

1. There are 208 children in a school. 28 are in reception, the rest are split equally between 6 classes. Howmany are in each class?

2. School dinners cost £2.25 per child per day. How much does it cost a child for 190 days’ dinners?

3. Out of 144 children who have school dinners, 1/3 chose pasta, 1/4 chose jacket potatoes and therest chose curry. How many chose curry?

4. Theareaofeachofthe7classroomsis42m².Thehallhasanareaof70m²,andtheofficesandreception area is 18m². If the whole area of the school is 400m², what is the area of the corridor?

5. Of the 120 children in KS2, 1/5 have not got a swimming badge yet, half of the rest have got their 25mbadge, and the remaining children have their 25m badge and 50m badge. How many children have just one badge so far?

6. Children are in school 6 1/4 hours a day. How many hours are they in school in a term of 60 days?

7. A sponsored spell has raised £343 for wet play games. This will be split evenly between the 7 classes.How much will each class get to spend?

© Hamilton Trust


Finding fractions of amounts (mild)

1. 1/10 of 240 is 24 3/10 of 240 is 722. 1/3 of 180 is 60 2/3 of 180 is 1203. 1/4 of 128 is 32 3/4 of 128 is 964. 1/5 of 150 is 30 4/5 of 150 is 1205. 1/7 of 210 is 30 3/7 of 210 is 906. 1/9 of 180 is 20 4/9 of 180 is 80

Solving word problems (mild)

1. There are 30 children in each class.

2. School dinners cost £11.25 for one week.

3. 37 children chose curry.

4. The total area of all 7 classrooms is 294m².

5. 30 children have not yet got their 25m swimming badge.

6. Children are in school for 311/4 hours during one week.

7. Each class will have £40 to spend.

Finding fractions of amounts (hot)

1. 3/4 of 128 is 962. 2/5 of 180 is 723. 5/6 of 180 is 1504. 6/7 of 210 is 1805. 2/3 of 141 is 946. 7/9 of 189 is 1477. 5/6 of 192 is 1608. 3/8 of 192 is 729. 5/7 of 224 is 16010. 5/8 of 100 is 62.5

Solving word problems (hot)

1. There are 30 children in each non-reception class.

2. School dinners cost £427.50 for 190 days.

3. 60 children chose curry.

4. The area of the corridor is 18m².

5. 48 children have one swimming badge so far.

6. Children are in school for 375 hours during one term.

7. Each class will have £49 to spend.

© Hamilton Trust


Learning outcomes:• I can use bar models to find ⅓s, ¼s and ⅕s of numbers.• I am beginning to draw my own bar models to find fractions of amounts.

Work in pairs, but write your answers on your own sheet

What to do:

• Work out what number needs to go in each empty sectionof the bar model. Then write a list of fraction facts to gowith each.

¼ of 12 is

½ of 12 is

¾ of 12 is

4⁄4 of 12 is

• Choose at least four other bar models. Work out what number needs to go in each empty section of the bar model. Thenwrite a list of fraction facts to go with each.


S-t-r-e-t-c-h:Draw your own bar models to show ⅓s of 15 and ¼s of 28.

12 12

⅓ of 12 is

⅔ of 12 is

3⁄3 of 12 is

Use this activity to support learning for both today and tomorrow (Week 2 Day 5)

© Hamilton Trust

24 21

40

32

30

24

15

30

25


© Hamilton Trust


© Hamilton Trust


© Hamilton Trust



i. 1/3 of 153 ii. 4/6 of 612 iii. 7/12 of 72

Now find each answer.

Find 3/5 of each of: (a) 105 (b) 205 (c) 305 Use the pattern to predict the answer to 3/5 of 405. Check your answer.




i. 1/3 of 153 = 51 153

51 51 51

ii. 4/6 of 612 = 4 x 102 = 408 612

102 102 102 102 102 102

iii. 7/12 of 72 = = 7 x 6 = 42 72

6 6 6 6 6 6 6 6 6 6 6 6

Find 3/5 of each of … (a) 105 63 (b) 205 123 (c) 305 183 Use the pattern to predict the answer to 3/5 of 405. 243 As the numbers increase by 100, the answers increase by 60 which is 3/5 of 100.

Documents

Year 5: Week 2, Day 1 Decimals: Multiply and divide by 10 ...€¦ · Multiplying and dividing by 10, 100 and 1000 1. 456.8 × 10 2. 4568 ÷ 10 3. 2.76 × 10 4. 843 ÷ 100 5. 47.3