LO: I can add and subtract decimals.
This week we have focussed on adding and subtracting decimals. Most importantly is remembering to line up the decimal and make sure the digits are in the correct place value.
We have also looked at using the correct vocabulary such as: total, sum and difference. The children are really working hard and understanding the concepts.
The first part of the week has been spent converting fractions to decimals as well as comparing them. The children are really enjoying the lessons as well as showing a great understanding.
LO: I can compare and order decimals.
The children are showing a great understanding of decimals. They can identify tenths, hundredths and thousandths as well as convert them both ways. Mrs Gregory is really pleased as this skill requires children to have a good understanding of the place value system as well as portioning decimal numbers in different ways.
Now, we are comparing and ordering decimals up to three decimal places. We have used dienes, place value counters and strips as well as number lines to support understanding in relation to other numbers.
LO: I can read and write decimals.
The children were reintroduced to decimals to ensure they fully understood that decimals are equal parts of a whole.
We used dienes to represent the different parts from a whole to a tenth, hundredth and a thousandth.
The children then used the equipment to make the number, as well as read the number and then write the number correctly using the right spellings.
LO: I can find fractions of amount or objects.
Our final few days learning about fractions was all about finding fractions of amounts.
The children really enjoyed this and found using the bar model a great resource to help model the answers.
A bar model helps the children visualise the question and supports them to break down each step.
The children excelled in this and enjoyed the challenges to test their knowledge.
LO: I can multiply a fraction by a mixed number.
The last few days has been proving very tricky for some of the children. All can multiply a fraction by a whole number with accuracy, however, put a whole number in front and it was like a different language.
First the children needed to understand that they multiply the whole number, in this case 5 x 1 and then multiply the whole number by the fraction ( 5 x 2/3). Then, they had to convert the improper fraction into a mixed number and add that to the whole number. Lots of steps in these questions.
LO: I can multiply fractions by a whole number.
This week the children have really enjoyed learning how to multiply fractions. First they had to understand how to write a whole number as fraction.
In the picture below you can see 4 is the whole number and written as a fraction is 4/1. This is because the denominator tells you that you need one piece for a whole but you have four pieces, therefore, you have 4 whole.
Using the above information helped the children as they were able to not only draw p I tunes to help them solve the problem but they were able to multiply the two fractions and clearly see that the numerator must be multiplied by the numerator and the denominator by the denominator. All of the children did this quite easily and the drawings helped support the work.
Once, the children were confident they began to multiply without having to draw the pictures or make the whole into a fraction. However, some of the answers were improper fractions which needed to be converted to mixed numbers.
This is where our new learning wall became invaluable as it allowed the children to double which fraction was which as sometimes this can be tricky! There are so many different names for fractions but the children used this resource so well and loved it.
Subtracting fractions is the same principle as adding them. You must have a common denominator in order to subtract them. If not, you need to find a multiple of both the denominators and convert them to the same number.
LO: I can subtract fractions with the same denominator.
LO: I can subtract fractions with unlike denominators.
We then moved on swiftly as the children found this part easy as we had been converting whilst adding fractions last week. However, Mrs Gregory then threw a curve ball and asked the children to think how they could use their knowledge from the last few lessons to solve the following problem.
Oh no! There are mixed numbers in the question. This caused a major panic at the beginning but after a few lessons the children are showing a better understanding oh how they can convert mixed numbers to help them solve questions like this.
We started this week recapping the rule for adding fractions. You must have a common denominator before you can add them together.
From here, we investigated how to add fractions that have different denominators. Here is an example of one of our teaching sessions.
Once the children were confident with this they began to add fractions which resulted with an answer as an improper fraction. This part proved a little tricky for some as they then needed to convert the improper fraction into a mixed number. For some the journey ended there and others began to simplify their answers.
This week the children have begun to compare and order fractions both with a common denominator and fractions with different denominators.
First, they needed to be able to identify a common factor so they could make a common denominator, see example below.
Then, they needed to compare and order the new fractions with the common denominator.
Year 5 Maths