Forestdale Primary School

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# Maths

__Maths Lesson 1__

__LI: To be able to identify decimal place values__

Study your activity sheet. It requires you to identify the different place values of given numbers up to three decimal places. Can you remember what the order of place value is? What separates a whole number from part of a whole?

A decimal point!

After the decimal, the first place value is the tenths; can you guess what comes next? The hundredths and then the thousandths.

Check your knowledge of this topic by completing the activity sheet.

__Maths Lesson 2__

__LI: To be able to revise multiplication and division by 10, 100 and 1,000__

Now that you have revised your knowledge of decimal numbers, can you explain whether it is possible to solve this question and why?

34 ÷ 100.

The answer is yes! We know this because the answer will contain a number that is not whole, a number in the decimal places. But how do we get to the correct answer? Is bus stop our most efficient method here or can we use an alternative method when dividing or multiplying by 10, 100 and 1,000?

Moving the number along in steps (making the number greater or smaller by 10, 100, or 1,000) is the most efficient method. When multiplying we move the numbers to the left in steps determined by the amount of zeros in the multiplier; when dividing we move the numbers back the same amount of steps as the number of zeros in the divisor.

__Maths Lesson 3 __

__LI: To identify and find fraction and decimal equivalents__

Developing on your work from last week, we are going to practice again the conversion of numbers from one form to its equivalent in another form.

To make a fraction a decimal we need to use our bus stop method. For example ¾ can be turned into a decimal using 3 ÷ 4, this requires place holding zeros which we carry remainders to like we have practiced in class. Watch the video below for a worked example of using this method:

How do we then make a decimal a fraction?

If we have the decimal 0.75, we can turn this into a fraction by making 75 the numerator as it is part of a whole number and including a denominator of 100. Likewise, if the decimal is only in the tenths so 0.2 for example, we make the 2 the numerator but this time our denominator is only 10 so we have the fraction of *2/**10* which we know can be made simpler by dividing both by 2 as our additional steps.

__Maths Lesson 4__

__LI: To find percentages equivalents__

Developing on yesterday’s learning, today you are also finding the percentage equivalents of a decimal and fraction.

To make a percentage a decimal, we divide the percentage by 100.

Can you figure out how we could then convert a decimal into a percentage? Explain this in your own words.

What about turning 20% into a fraction?

If we know a percentage means parts out of one hundred this helps us immediately. 20% = 20 parts out of one hundred so *20/**100*. Do you think we can do anything more to the given fraction? Is it in its simplest form?

__Maths Lesson 5__

__LI: To revise the order of operations (BODMAS) __

As a recap lesson today, you are going to be revisiting how the order of operations in a calculation is required to solve a sum containing multiple operations accurately. In other words, BODMAS!

Can you remember what BODMAS stands for?

B = Brackets

O = Orders (indices such as squared or cubed)

D = Division M = Multiplication

A = Addition S = Subtraction

Knowing the order of operations is crucial in solving questions like the one below:

34 – 5 x 4.

If we solved this question as we see it we could get an incorrect answer of 116 because we did 34 – 5 first and then multiplied the answer by 4. However BODMAS tells us that we should solve the multiplication part of the question first so actually we should solve 5 x 4 as our first step.

5 x 4 = 20. Now we insert the 20 into the calculation instead of the 5 x 4. So we have:

34 – 20 which we know is 14.

Complete activity sheet referring back to this guide for help.

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