Weekly Planning Sheet for Maths
Place Value (Decimals)
MA Group Mr Beckett WC 14.09.15 (5 Lessons)
Day
Mental/Oral
Objective
1
Practice 7x
tables
Activity
Using online
games and
clapping/quick
draw games in
class revise 7x
tables for test on
Friday
Chn write out the
7x table and put
it in their book
bags to take
home and learn
Main Activity
Objective
Recognise and use
thousandths and
relate them to
tenths, hundredths
and decimal
equivalents.
Success
Criteria
•
Have you
checked the
place value of
each digit?
•
Have you
written the
decimal point
in the correct
place?
Identify the value of
each digit to three
decimal places.
•
•
Have you
compared the
two numbers
accurately?
Have you had a
discussion with
your partner if
you disagree?
Plenary
Activities incl. differentiation
Main teaching
What did we do last week? Recap rounding to whole
numbers using ITP number lines.
Give children a straw. Cut a large amount off – this is your
1 unit. Now cut a straw half the size of the 1 unit. This is
the tenths. This is 10 times smaller. Now do the same for
hundredths – 10 times smaller still! Then thousandths.
Discuss the decimal point.
Show a 100 square. Have a volunteer come to the IWB,
count out a row or column (10 squares), and shade it. What
does the shaded part represent? (one tenth of a whole)
How do we write this a decimal? (one-tenth, 0.1, or 1/10).
The first place to the right of the decimal point is the
tenths place.Do the same for 1/100 (1 square shaded). Is
0.1 greater or less than 0.01? (greater)
How much greater? (10 times) What are ways to read and
write one thousandth? (one thousandth, 0.001, or 1/1,000)
What does > < symbols mean? Discuss and show example
Model tasks and check understanding using thumbs method
MA Y5 Em I can identify
the value of each digit to 3
decimal places
Chn place 0.36, 2734.45,
3.038, 39.060 and 970.32
on a number grid to show
their understanding of their
place value.
EXT – begin to work on the
HA work
HA Y5 Ex I can read, write,
order & compare numbers
with up to 3 decimal places
Using a 100 square to help,
chn compare decimal
numbers using > < symbols .
Chn work in pairs, explaining
to their partner why they
think this.
Key questions/focus
Work through the
difficult ones together
ensuring that everyone
understands. Thumbs up
if they found this easy,
thumbs down if they did
not understand.
Mark as a class the
lesson’s work,
highlighting and
explaining any errors and
inviting questions from
the chn when they do not
understand.
2
Identify the
value of each
digit to three
decimal places.
Chn are flashed
numbers with
highlighted digits
on the IWB and
chn shout out the
value of the digit
Round decimals with
two decimal places to
the nearest whole
number and to one
decimal place
•
Have you
decided what
each number
represents in
your 3 digit
number?
•
Have you used
the rule for
rounding? (5
or more round
up, 4 or less
round down)?
•
3
Round
decimals with
2 decimal
places to the
nearest whole
numbers
Using the Excel
Spreadsheet
generator, chn
respond on their
wbs by writing
which whole
number the given
number rounds up
or down to.
Show on
teacher’s say
To order and
compare numbers
with up to 3 decimal
places
Have you
checked your
work?
•
Have you
looked at the
whole numbers
first (left of
the decimal)?
•
Have you then
looked at the
tenths and so
on..?
•
Have you been
extra careful
when the
numbers are
of the same
Main teaching
Use a number line on the IWB to model rounding numbers
with decimal points.
Show 1.32 on a number line. Is this closer to one or two?
Which digit to we need to look at? Show that 1.32 is 0.32
away from 1 and 0.68 away from 2.
Work through other examples with chn responding with
answers on their wbs.
Repeat for 2 decimal places and then to one decimal place.
Check understanding (thumbs up if they understand, down
if they don’t) and then allow time to work through the
activity.
CB – Support the HA group, providing extra decimal
examples using IPads
MA Y5 Em I can round
HA Y5 Ex I can round
decimals with 2 decimal
decimals with 2 decimal
places to the nearest whole
places to the nearest
number & to 1 decimal place
whole number & to 1
decimal place
Chn generate numbers by
turning over 3 number cards
Chn generate numbers by
(make decimal point one to
turning over 3 number
leave face up). Chn round
cards (make decimal point
these numbers to the
one to leave face up). Chn
nearest whole number
round these numbers to
the nearest whole number
Ext – Once completed, check
and to 1 decimal place.
and then round to 1 decimal
place
Main teaching
Using number card 3, 4, 7, 5 , and 0 chn select them to
make make a decimal number e.g. 3.574.
How many different numbers can we make? Chn work in
pairs on wbs to discuss this.
How many are less than 5? More than 5?
How can we put these in order from smallest to largest?
Write 5 of them on pieces of A4 paper and get the chn to
organise 5 volunteers in order of size. Ask the question
‘why?’ to anybody who offers a suggestion.
Repeat with numbers that have the same whole number,
tenths, and hundredths values.
Model tasks and check understanding using thumbs method
CMB – work with Y5Em to ensure they are looking at
the correct digits
Stop the children and
assess how they think
they got on through the
use of thumbs up etc.
Ask the children to put a
colour to show how they
feel they got on in their
books, (red – struggled,
orange – ok, green –
good)
Work through some of
the answers, showing on
the board where the
numbers should be.
Discuss
How would we round a 5
digit number to the
nearest whole number?
Discuss and model
examples
Work through the
difficult ones together
ensuring that everyone
understands. Thumbs up
if they found this easy,
thumbs down if they did
not understand.
Provide further examples
of up to 5 digit numbers
with up to 3 decimal
places.
Practice doing this from
biggest to smallest too.
value?
4
5
To count
forwards and
backwards in
steps of
powers of 10
(1,10, and 100)
To use
rounding to
get close to a
number
Chn play beat the
timer to count on
or backwards + or
– 1, 10 or 100
from a given
number. Start
with 5 seconds
and reduce to 3
if they are
comfortable with
this
Recap using
http://www.math
sisfun.com/orderi
ng_decimals.html
Then click on the
game to play as a
class in table
groups. Who can
score the most
points?!
To answer
questions mentally
in a given time
I can solve problems
involving number up
to three decimal
places
•
Have you
listened to the
question?
•
Have you
decided on the
strategy to
answer?
•
Have you
completed
your
calculation,
using jottings
where needed?
MA Y5 Em I can order and
compare numbers with up to
2 decimal places (with
support)
Chn compare 3 digit
numbers with 2 decimal
places. Ensure that some
questions have digits of the
same value as they progress
EXT – HA group’s 3 dps
Main teaching
HA Y5 Ex I can order and
compare numbers with up to
3 decimal places
Same as MA but these chn
have up to 5 digit numbers
with up to 3 decimal places.
EXT – MyMaths comparing
decimals
In their books children two word problems displayed
on the board (+ and -)
Explain to children that this is an assessment of
their mental maths ability.
Work through mental maths questions and discuss
how to solve quickly and efficiently
Play CD and children answer questions in the given
time.
Mark together going over any misconceptions.
Record results.
CB MA – read, model, teach
I can solve questions in a given period of time
Children aim to get above 10 on the year 5 test, ensuring
that during the plenary they make jottings to help them
next time
•
Have you put
your answer in
correct box?
•
Have you
thought of a
strategy,
remembering
rounding rules
from previous
lessons?
Main Teaching
Introduce measure as a context (kg and g, l and ml) to the
chn. Which is the thousandths digit?
Match different capacities to letters indicated on a
number line.
Pose the question A plum weighs 70g. Is this equal to:
0.7kg, 0.07kg or 0.007kg? Explain how you know
Have you
checked your
answers?
Show the chn a clip of a F1 driver. What do you think the
times are going to be? Are they whizzing by the start line
within a second of each other?
Look at a set of lap times and discuss. Who is fastest?
Which times would all have the same if we didn’t use
hundredths, tenths and thousandths?
•
What do you notice?
Explain the task (RECORD AS A TABLE GROUP)
Work through the
difficult ones together
ensuring that everyone
understands. Thumbs up
if they found this easy,
thumbs down if they did
not understand.
Which questions did
you find tricky?
Mark together and
record results.
Ask the children how
they felt the lesson went
by putting thumbs up if
they understand,
Work through the
answers with the chn.
How did you ensure you
had found them all?
Mark as a group ready to
photocopy for their
books.
CB Remind children of what they already know and how
they should use this in their task
MA Y5 Em I can solve
problems involving number
up to 3 decimal places
Provide the chn with the
Formula 1 lap times from a
race. Chn answer questions
about this data.
Notes
HA Y5 Ex I can solve
problems involving number up
to 3 decimal places (including
rounding)
Same as MA but chn begin
with rounding the F1 lap
times to the nearest whole
number and to one decimal
place