L.O.1

1

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

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• 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?

4

• 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.

5

• 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.

6

• 32 16 8
• This diagram represents 32 divided by 4.
• Q. How can we use this grid to find ¾ of 32?

8
8
8
8
7

• 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.

8

• 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?

9

• 2/3 1/31/3 or 1/3 x 2

10

• 4/5
• Q. How can we find 4/5 of 30?

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• 30

6 6 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
12

• Q. How can we find 3/5 of 35?
• Q. How can we find 2/5 of 40?

13

• 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.

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• 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

15

• 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

16

• 1/3 ______
• 36
• 2/3 ______
• Q. What is 1/3 of 36? What is 2/3 of 36?

17

• 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)
  ?

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• 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?

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• 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
20

• 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!

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• By the end of the lesson children should be
  able to
• Relate fractions to division.
• Find fractions to numbers and
• quantities.

22

• L.O.1
• To be able to multiply or divide whole numbers up
  to 10 000 by 10 or 100

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• Answer the questions neatly in your books.
• Put 1 to 10.

10 minutes
25

• 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.

26

• Remember..
• 3/10 of 520 (520 / 10)x 3 52 x 3 156
• (The brackets show which calculation to do
  first)
• Lets try this
• 4/5 of 35m.
• Copy this calculation into your book as a guide.

27

• 120 was shared out in this way.

A had 1/6 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.
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• 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

29
20 minutes
30

• 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 cant decide what
  to do?

31

• By the end of the lesson children
• should be able to
• Relate fractions to division.
• Find fractions of numbers and
• quantities.

32

• L.O.1
• To be able to count steps of a quarter, a third,
  a half and a fifth.

33

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

34

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
1 11/4 12/4 13/4 2
21/4 22/4
35

• We are going to count in thirds.

0 1/3 2/3 3/3 4/3
5/3 6/3 7/3 8/3 9/3
10/3
1 11/3 12/3 2 21/3 22/3
3 31/3
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• 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
37

• We are going to count in fifths.

0 1/5 2/5 3/5 4/5 5/5
6/5 7/5 8/5 9/5 10/5

1 11/5 12/5 13/5 14/5 2
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• L.O.2
• To be able to order a set of fractions including
  mixed numbers and position them on a number line.

39

• 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?

40

• 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?

41

6
10
3
4
Q. What must the numerators be to make these
fractions equivalent to 5 ? Why?
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• 36 40 120

Q. What must the denominators be to make these
fractions equivalent to 4 ? Why?
43

• 16 / 5
• Q. Which whole numbers does this fraction lie
  between?
• Remember these signs? gt lt
• Look.
• 16/5 gt 15/5 ( 3) 16/5 lt 20/5 ( 4)

44

• 16/5 31/5
• 31/5 is called a MIXED NUMBER
• because its a mixture of a whole number (
  3 )and a fraction (1/5)

45

• 16/5 31/5

31/5
0 1 2 3 4
5
This is where our mixed number will go on a
number line.
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• Copy carefully into your book
• 9/4 gt 8/4 (2) 9/4 lt 12/4 (3)
  9/4 21/4
• 11/3 gt 9/3 (3) 11/3 lt 12/3 (4)
  11/332/3
• 29/6 gt24/6 (4) 29/6 lt 30/6 (5)
  29/6 45/6
• 11/10gt10/10 (1) 11/10lt 20/10 (2)
  11/1011/10

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• 9/4 11/3 29/6 11/10

11/10
21/4
32/3
31/5
45/6
0 1 2 3 4
5
This is where our mixed numbers will go on a
number line.
48

• 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.

49

• REMEMBER
• ¼ 2/8
• ½ 4/8
• ¾ 6/8

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• Do worksheet.

51

• We are going to convert these to mixed
  fractions and put them on the number line.
• 22/3 7/3 13/4 3/2 5/4

0 1 2 3
Q. Which is larger 22/3 or 21/4 ?
52

• By the end of the lesson children should be
  able to
• Convert improper fractions to mixed numbers
• Place fractions in order.

53

• L.O.1
• To be able to round numbers with one decimal
  place to the nearest integer

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• Positive and Negative whole numbers
  are called integers.
• e.g. 3 301 -7.

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• 9.1 9.3 9.5 9.6 9.9
• Q. How do we round these numbers to the
  nearest integer?

56

• 9.1 9.3 9.5 9.6 9.9

9
10
57

• Round these numbers to the nearest integer
• 10.7
• 3.2
• 1.1
• 0.9
• 0.1

58

• 4
• Q. Which numbers with 1 decimal place
  round to 4?

59

• 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

60

• In your book write which numbers with one decimal
  point will round to each of these
• 1. 7
• 2. 1
• 3. 0

61

• L.O.2
• To be able to round a number with one or two
  decimal places to the nearest integer.

62

• 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
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• Would 3.32 be rounded down to 3 or up to 4?
• What about the other numbers?
• 3.32 3.68 3.94 3.17

3
4
3.17 3.32
3.68 3.94
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
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• 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?

65

• 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

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• You should have a line that looks like this

7
8
7.13 7.28 7.46 7.57
7.74 7.83
67

• 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

68

• 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 .

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• Write some numbers which have 2 decimal points
  and ask your partner to round them to the nearest
  integer.

71

• 3.49
• Q. Will this round to 3 or 4?

72

• By the end of the lesson children should be
  able to
• Round decimals with one or two decimal
  places to the nearest
• whole number.