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