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Oh, hi everyone, you just caught me making sure my notifications are off so that I'm ready to focus on this maths lesson for the next 20 minutes or so.

Now, if you are in a noisy room or your television is on or you too needs need to turn off your tablet, do that now, press pause and come back when you're ready to focus on your learning.

As I say for the next 20 minutes or so.

In this lesson, we are recognising quantities as decimal tenths, our agenda for the lesson, we're going to start off by looking at fractions on a number line.

Then we will look at tenths on a number line, before thinking about liquid in a container that will leave us ready for the independent task.

Some things that you're going to need.

If you haven't got them yet, press pause and go and fetch a pen or pencil a ruler and some paper or a book.

Come back when you've got those things.

Here's our first task.

Place the following fractions on the number line.

Do you notice the star behind the word fractions? If you notice a star, it means the word is behind is a word I want you to try to use as much as you can during the lesson.

So fractions is one of our star words.

I wonder if your spots anymore star words, as we progress.

Before I get you to have a go at this task, let me take those fractions away and let's have a look at the number line.

With this one above it, what's the same and what's different? The red number line is one whole length.

Hmm, the yellow and red number line, the yellow and red number line has been divided into equal parts.

How many equal parts are there? How many? You right there are 10.

There are 10 equal parts.

Say these sentences with me on three, one, two, three, the length has been divided into 10 equal parts.

Each equal part represents one tenth.

Have you noticed another star word? I really want you to try to use the word tenth or tenths in this lesson.

Let's bring those fractions back.

Okay, so the length has been divided into 10 equal parts, which of these fractions might be the easiest to plot on the number line first? I think the fractions with a denominator of 10, because the length has been divided into 10 equal parts that denominator of 10 for those fractions, should be easy to plot.

So I'm starting with one tenth.

One tenth on the number line would go here.

Which fraction should we look at next? Four tenths, where would that go? Maybe hold your finger up along the number line to show where it would go.

And are you right? Four tenths.

Which one next? Yeah seven tenths, let's plot seven tenths.

Show me on the number line, touch it with your finger and super seven tenths.

Then, nine tenths.

Those fractions with 30 years, it's a plot along the number line that's been divided, into 10 equal parts.

But the remaining fractions, they haven't got their nominate as a 10.

We've got two, four and four.

Hang on, I recognise that first fraction.

How do we say it? One half I can visualise where one half would be along the number line, can you? Touch where do you think one half will be.

Well done, so I'm not visualising a number line divided into 10 equal parts to help me find one half.

I'm visualising a length that is divided into two equal parts.

And that's where one half would be plotted.

How about for one quarter and three quarters? What would the sentence be to help us explain where one quarter would go? The length has been divided into four equal parts.

Each equal part represents one quarter.

So we're visualising, okay? We're imagining now that the number line is divided into four equal parts and that's where one quarter would be.

Where would three quarters be? Visualise four equal parts and the third quarter.

Well done, it would go there.

Oh, one half.

How many quarters is one half equivalent to? Two quarters.

Absolutely counting quarters with me from zero, one, two, three, zero, one quarters, two quarters, three quarters, one.

Did anyone say one half instead of two quarters? That's okay, they are equivalent.

And here are the fractions plotted along the number line.

Good work everyone.

Can you read the sentence with me for this number line now.

Notice it starts at zero and ends with 100, ready? The length has been divided into 10 equal parts.

Each equal part represents 10.

There are 10 tens in 100.

What's changed this time? The length represents zero to 10 so say the sentence with me.

The length has been divided into 10 equal parts, each equal part represents one good stuff.

What's changed now? The length of the line represents one from zero to one.

Say the sentences, the length of the, sorry, should we try that again? Let's say the sentences.

The length has been divided into 10 equal parts.

Each equal part represents one tenth.

What value does this represent as a fraction? So if each equal part is worth one tenth, the arrow is pointing to five tenths.

Is that not what you said? What did you say? One half, of course one half and five tenths are equivalent.

How about now? Which fraction is the arrow pointing at? One tenth.

Well done, can we count in decimals star word? Can we count in decimals? Decimal tenths from zero.

Are you ready? One, two, three, zero, 0.

1, 0.

2, you carry on and together 0.

6, 0.

7, 0.

8, 0.

9, now what do you say? One? Good, not zero point 0.

10, but one.

After nine tenths, is 10 tenths which is equivalent to one.

Could we do the same, but counting fractions? Are you ready? On three one, two, three.

Zero, one tenth, two tenths, you carry on.

How else could we say this? One half.

Good carry on in tenths, six tenths, seven tenths, eight tenths, nine tenths, one or 10 tenths.

They're equivalent.

Really good counting everyone.

Let's have a think now about liquid in a container.

What do you notice about the container? There's only a little bit of liquid isn't there.

How much liquid? How could we find out? Can we use the sentence at the bottom? The container has been divided into have a look, what do you notice? One, two, three, four, five, six, seven, eight, nine, 10.

The container has been divided into 10 equal parts.

So each equal part represents one tenth.

Now we remember 10 tenths equals one whole.

One tenth is equivalent to 0.

1.

So looking at the container, one tenth of the container is full as a decimal 0.

1 of the container is full.

Your turn, there were two sentences.

Can you tell me as a fraction and a decimal, how much liquid is in the container? Fraction first on three, one, two, three.

Three tenths of the container is full well done.

As a decimal 0.

3 of the container is full.

This time, give you a second to have a look as a fraction, then as a decimal.

Are you ready? As a fraction.

Good, and as a decimal? Well done, eight tenths and 0.

8.

I'd like you to press pause now and have a go at saying the sentences for each of these containers.

There are six containers.

I'd like to know the fraction of the container that is filled with liquid and as a decimal.

Press pause and come back when you're ready.

Are you ready? Fantastic, let me listen to a couple of them.

Can you tell me the fraction full of B? One tenth, well done.

How about the decimal on E? 0.

3.

The fraction on C? Good nine tenths.

And the decimal on F? Or Mr. Whitehead's having a quick check.

0.

5? Fantastic, good work.

Okay, what's happens now? Is this liquid in a container? No, it's sand.

What's the same and what's different about this container filled with sand? Tell me something that's the same.

Ah, yes, look, the container has been divided into 10 equal parts.

Each equal part is worth one 10th.

So there's equal parts.

That's something that's the same, but some differences.

Yes, the number of equal parts there is each colour of sand blue, yellow, black, and white, the amount sand in the container of each colour is different.

Okay, so yes, the container has been divided into 10 equal parts.

Each equal part represents as a fraction one tenth as a decimal 0.

1.

Okay, some sentences for you.

Can you say the fraction that is blue on three, one, two, three, four tenths of the container is blue sand.

And how about as a decimal? As a decimal 0.

4 of the container is blue sand.

Fantastic, how about yellow sand? Give me the sentences on three, one, two, three, one tenth of the container is yellow sand.

As a decimal 0.

1 of the container is yellow sand.

It's almost time for our independent task.

In a moment I'd like you to press pause and complete the task.

There are four containers filled with sand, for each container and each colour of sand, can you write the amount of coloured sand as a decimal and as a fraction.

Tell me the decimal that is white sand and the fraction that is white sand for example.

And then the black, yellow, and blue, to each of the containers.

Press pause, go and complete the activity, then come back and we'll look at the answers.

Are you ready? Let's take a look.

Here you go, container A they on the right, you've got the fraction in the middle, we've got the decimal.

Blue 0.

4 and four tenths.

Mark your answers.

Ready for B? Now if Mr. Whitehead is moving too quickly, remember you can press pause and mark your answers and play again when you're ready for the next.

Here is the sand in the container B, the decimals and the fractions.

Ready for C? There you go.

And finally, container D.

Hold up your pieces of paper for me or your books or whatever you've been working on, let me see how you've done with containers, A B, C, and D.

We're presenting the coloured sand as a decimal and as a fraction.

Looking good, well done everyone I'm really impressed.

If you'd like to share your work with Oak National, please ask your parents or carer to share your work on Twitter, tagging @OakNational and hashtag learnwithOak.

And that brings us to the end of our second lesson on decimals.

I hope you can join me again soon for lesson three of 15 lessons that we have planned for this unit.

You've worked really hard to gain today, and I'm really proud of each and every one of you.

See you guys soon.

Bye.