# Lesson video

In progress...

Hi everyone, I have just got back from a relaxing walk along the river.

The weather was spot on.

Blue skies, sun was shining, not too hot and a gentle breeze as well.

I really enjoyed that walk.

It helped to calm me, settle me, prepare my for this lesson which I'm back just in time for.

*sigh* I hope that you are feeling calm and relaxed, and ready for some learning, and I wonder what it is that you do to help calm yourself down when you realise that you need to.

For me it was that really lovely walk, often does the trick.

Take a moment to settle yourself now, in a quiet space free of distractions so that you can focus on our learning for around twenty minutes or so.

Press pause and come back when you're ready to get started.

In this lesson, we are recognising and writing decimal equivalents to one quarter, one half and three quarters.

They are common equivalents.

Equivalents that with time we will be able to recognise and spot without too much thinking, but this lesson is going to help us to make the connections between them.

So we will start off with some matching of fractions and decimals that we will already recognise as being equivalent.

Before we start exploring and identifying half, quarter and three quarters, that will leave us ready for our independent task.

Things that you're going to need; the usual items, pencil, pen, ruler, paper and some extras.

Some coloured pencils, if you have them, and four-hundred squares.

If the paper you're using already is squared, you just need to create a ten by ten square, four times.

Press pause, get yourself sorted with those extra pieces of equipment.

Okay, lets start off with a matching activity.

So I've got for you some fractions and decimals.

Can you pair them up into their equivalent pairs.

I a-, I almost gave one of the answers away then.

I'm going to pause, because I think you have all you need to get started.

Match up a fraction and a decimal that are equivalent.

Are you ready to check? Okay, I'm going to clear off the decimals, and lets work through the fractions one at a time.

Four tenths, what did you get as being equivalent to four tenths? Good, 0.

4, and what did you get for two tenths? 0.

2.

Nine tenths? Good! Five tenths? Call it out.

And, eight tenths? And I think my face might tie to the answer, let me move myself down.

What's seven tenths equivalent to? 0.

7 well done.

Okay, going to move myself back up, and lets have a look at this.

You should recognise this, especially if you've been busy drawing some of these out.

Here is a hundred square.

Right now, what fraction is represented? One or one hundred hundredths or ten tenths.

A whole is white, but now part of it is yellow.

What fraction is represented here? Good, one half.

One half of the square is yellow and now, still one half is yellow.

One half of the whole is shaded yellow.

And we can represent that as a decimal and as a fraction, a fraction equivalent to one half.

If I asked you how many of those little squares are yellow? What would you say? Good, 50.

I can see rows of ten.

Ten, twenty, thirty, forty, fifty.

Fifty hundredths are yellow, and we can represent that as a decimal.

0.

50 without the final zero, we don't need it, 0.

5.

Fifty hundredths is equivalent to 0.

5 which is equivalent to half.

We're used to the flats representing one, and the sticks representing, tell me, one tenth.

Now look, one tenth is yellow.

How many tenths are yellow now? Good, two tenths.

And now? Three tenths Next? Four tenths.

And finally, five tenths.

Five tenths is yellow.

Fifty hundredths is yellow.

0.

5 is yellow.

They are all equivalent.

Now, we represented one half, fifty hundredths quite neatly.

With the yellow squares blocked together, grouped together.

But do we have to represent half in that way? We don't.

We can represent half or 50 hundredths in any way.

For example, like this.

As long as 50 of those hundred squares are shaded yellow, it represents one half.

What fraction is represented now? And now? Now? And here? One quarter of the whole is yellow.

How would we represent that as a fraction with a denominator of one hundred? The whole has been divided into one hundred equal parts.

How many of them are yellow? 25.

Five, ten, fifteen, twenty, twenty-five hundredths are yellow.

As a decimal, how would write that? Good, zero point two five.

Not zero point twenty-five, zero point two five of the whole is yellow.

Now again, as long as twenty-five of those hundredths are shaded yellow, it doesn't matter in what order.

This is one quarter yellow.

0.

25 of this square is yellow.

And what fraction do we have here? Call it out once you've noticed it.

And here? Good! Three quarters of the whole is yellow.

Here? Still three quarters! And here? Three quarters yellow.

Again, how would we represent that as a fraction with a denominator of one hundred? How many of those parts are yellow? Ten, twenty, thirty forty, fifty.

And I know this is twenty-five.

Fifty and twenty-five.

Seventy-five hundredths.

Seventy-five hundredths are yellow.

As a decimal, 0.

75 of the whole square is yellow.

Three quarters is yellow.

One quarter is white.

As with the other two, half and quarter, as long as seventy-five this time- As long as seventy-five of those squares are yellow, we're representing three quarters.

It doesn't have to be neatly organised.

Okay, I would like you now, to work with those 400 squares that you prepared at the start of the lesson.

On one of them I'd like you to represent fifty hundredths shaded in, in a colour of your choice.

On the other, 0.

75, three quarters coloured in.

In the other, one quarter, twenty-five hundredths coloured in.

And in the one with the question mark I'd like you to choose one of those three fractions to represent again.

So maybe you'll pick quarter again, twenty-five hundredths again.

And represent it, in the fourth hundred square in a different way to the way you've already shown it.

Press pause, get those colouring pencils out, and your hundred squares, and represent these fractions for me.

Press pause now.

Are you ready to take a look? Can you hold up for me, your hundred square that is half shaded in? Oh good, I can see half in lots of different ways.

I can see some blue, some red, some green, some yellow and other colours as well.

Good, I can see more of the colour on this square, than the previous.

More parts coloured in.

Good.

Show me this one? One quarter shaded, so fewer squares shaded now, than on the previous.

Now, for the question mark, hold up yours as if you were showing me one quarter in a different way.

Good, hold it up if you were showing me one half in a different way.

Good and finally, three quarters in a different way.

Brilliant.

Here are some that I prepared.

Tell me where they go with which of the fractions and decimals do they match? This one.

It matches one half or how many hundredths is that? Good, fifty hundredths.

Tell me this one.

Which decimal does it match? 0.

75.

How else can we say that? Three quarters, good.

And this one? It matches 0.

25, how else can you describe what it matches? Twenty-five hundredths? How else? One quarter, okay good.

How about with these? Which of the fractions is represented here but in a different way? Which do you think? Who thinks it's a quarter? Who thinks fifty hundredths? Who thinks 0.

75? Okay, this one is the equivalent to one half.

Fifty hundredths.

One half? Three quarters? We can see that there are more here shaded than on fifty hundredths.

It must be seventy five hundredths and it is.

Which leaves us if this one equal to one quarter, twenty-five hundredths shaded in.

For your independent task I would like you to look at the grid and find and circle the pairs of equivalent fractions and decimals that are next to each other.

For example, one half and 0.

5, five tenths, fifty hundredths equivalent, one half and five tenths are equivalent so I've circled, well not really a circle it's a loop or an oval perhaps that I've drawn around them.

I would like you to find any more that are next to each other and equivalent and draw a loop around them to connect them.

Press pause, go and complete the task then come back and share with me how you've got on.

Now I know not everyone will have had a paper copy and you don't need a paper copy.

You could have worked straight from the screen that this was playing on.

I wonder, did you spot these ones? Equivalent to three quarters, one quarter, one half.

So they are the common equivalent pairs For cording as decimals and fractions.

We need to reach a point where we know one quarter is equal to 0.

25.

Three quarters, 0.

75.

One half, 0.

5.

That we can just recall them *snaps* a bit like we do with our multiplication facts.

But this lesson has been introducing them to you.

Did you find these ones as well? One and a half, 1.

25.

One and- Oh! I mean one and a quarter, 1.

25.

One and a half, 1.

5.

One and three quarters, 1.

75.

5 and three and three quarters, 3.

75.

Well done everyone.

Final task, can you tell me as a fraction, the amount of the square that is each of those colours and as a decimal too? Press pause, Quickly copy down the fractions and decimals, then come back to take a look.

Are you ready? Okay, that turquoise blue at the top, what fraction of the whole square is turquoise blue? Ten hundredths good.

Blue? It's going to be less than twenty-five hundredths isn't it? I can see that it will be five hundredths less in fact.

Twenty hundredths.

And red? Also twenty hundredths! Shaded in a different way.

Did anyone record those fractions in a different way? I don't mean as a decimal yet, but as a different fraction with a different denominator? You did? Was it these ones? One tenth and two tenths equivalent to ten hundredths and twenty hundredths? Good spot.

How about as decimals then? 0,1.

Yellow? 0.

25.

Blue? 0.

2 and red of course also 0.

2.

That brings us to the end of the lesson.

If you would like to share any of your learning from this lesson.