Damietta Governorate Undersecretaries of Education Damietta EL- Gadida Directorate Damietta International School Strand Topic Decimal System Class: 6 Code/Obje ctive 5Nn 5 5Nn14 Sunday Subject: Math Date: 4th of October, 2020 U: W: 1 Learning Goals Procedures Multiply and divide decimals by 10 or 100 (answers to two decimal places for division). Remind learners of the multiplication strategies they have learned previously (Stage 4, chapter 3): repeated addition, doubling and doubling again, partitioning, using an array and the grid method. Display the Thinking about multiplication photocopy master. Discuss it with the learners.Write 3×4 on the board and sketch sets of squares to represent the multiplication using repeated addition of 3. Explain that we can use this representation to help us multiply multiples of 10. Example: 7×5=35, 70×5=350, 700×5=3500. Write the calculation 13×6 for the class to see and ask learners to discuss how they would work it out. Learners discuss different methods of Order numbers with up to two decimal places (including different numbers of places). Derive quickly pairs of one-place decimals totalling 10, e.g. 7.8 and 2.2, and two-place decimals totalling 1, e.g. 0.78+ 0.22 calculation with a partner. After a period of time, ask for feedback. Take different responses and focus on using factors as a way of working out the calculation. Division Monday 5Nc19 5Nn26 Divide three-digit numbers by single-digit numbers, including those leaving a remainder and to divide three-digit numbers by Remind learners that earlier in the stage we divided by single digit numbers. We are going to extend this to dividing by two-digit numbers. Move on to talking about different ways of writing divisions and the answers to divisions. 1 T:1 Resou rces Assessm ents Prepared worksheet Day/ Lesson Amira Thinking about multiplication photocopy master (p134) Teacher Name: محافظة دمياط مديرية التربية والتعليم إدارة دمياط الجديدة التعليمية مدارس دمياط الدولية Remarks Damietta Governorate Undersecretaries of Education Damietta EL- Gadida Directorate Damietta International School محافظة دمياط مديرية التربية والتعليم إدارة دمياط الجديدة التعليمية مدارس دمياط الدولية two-digit numbers (no remainder) including sums of money. Reduce fractions to their simplest form Tuesday Positive & Negative numbers Wednes day Decimal and fractions on number lines 5Nc11 5Nc13 5Nn24 5Nn23 Order and compare positive numbers to one million, negative numbers to an approximate level. Find the difference between a positive and negative integer, and between two negative integers in a context such as temperature or on a number line. Order mixed numbers and place between whole numbers on a number line. Recognise and use the equivalence between decimal and fraction forms. Then show learners how to calculate the answer using the long division algorithm where the digits of the answer are recorded above the line, Make sure that the following points are covered: it is the relationship between the numerator and denominator that fixes the size of the fraction. it is easier to compare fractions when they have the same denominator. Show a number line marked in ones from −10 to +10. This time ask questions that are context free, for example: “What is the difference between -5 and +3? (Answer: 8) What is the difference between −5 and −2?” (Answer: 3) The investigation requires learners to consider the word ‘difference’ and possibly draw a number line to help solve the puzzle. Note that a difference will always be positive. Work with learners to demonstrate fraction and decimal equivalence. Using fraction walls and number lines. Use a fraction wall to make links first to tenths and then to the decimal equivalent. Establish that a fraction can be converted to a decimal by dividing the numerator by the denominator. Revise converting improper fractions to mixed numbers. “Discuss in pairs how to order these mixed 2 Damietta Governorate Undersecretaries of Education Damietta EL- Gadida Directorate Damietta International School محافظة دمياط مديرية التربية والتعليم إدارة دمياط الجديدة التعليمية مدارس دمياط الدولية numbers:” change to improper fractions, then find equivalent forms Thursda y Square, multiples odd, even numbers 5Nc6 5Nc7 5Nn13 Know squares of all numbers to × 10 10. Find factors of two-digit numbers. Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000. Ask learners: “What do we call these numbers in relation to the first number in the sequence?”(Answer: multiples). Explain to learners that sequences of numbers can also be shown using pictures. Display the Square numbers photocopy master and establish that the squares could also be rearranged to make a pattern of squares of increasing size as is shown on the Square numbers photocopy master. Explain that the numbers 1, 4 and 9 are examples of square numbers. Explain what is meant by a square number. 3