Lesson video

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Eight of these a day.

I've been working hard to keep on top of my water intake, to make sure I'm having enough water each day to keep myself healthy.

That's glass number three, five to go.

Not right now though, there's time for Maths so grab some more water later maybe at the end of the session.

If you are in a distraction free zone right now, then you are ready to start your lesson.

However, if you've got any noise around you, or anything that's likely to cause a distraction, or to stop you from focusing.

Could you press pause? Find yourself somewhere quiet, where you're able to focus on your learning for the next 20 minutes.

Press play again when you're ready to start.

In this lesson, we will be identifying, naming and writing equivalent tenths and hundredths.

The agenda for the session, how long is a piece of string is our warmup activity before we focus in on representing tenths and hundredths, and then looking at equivalent tenths and hundredths.

All of that will leave you ready for the independent task at the end of the lesson.

Things that you're going to need pen or pencil, some paper pad or book from school.

If you've been given one, and a ruler, as well as that either a piece of string or a strip of paper to represent your piece of string.

Press pause ask a parent or carer to help you get those items ready, then come back again and press play when you're ready.

Let's get started with the piece of string activity.

How long is a piece of string? I don't have any string with me.

So I'm going to use some strips some lines to represent the string instead.

If you do have string, or if you've got paper, can you use that string or that paper to represent some different fractions? So first of all, establish what your whole is to cut off some string will get that piece of paper.

Then with that item, can you represent different fractions of the whole? Press pause, have a go at seeing which fractions you can represent.

Then come back and we'll take a look together.

How did you get on? Were you able to represent some different fractions of your whole piece of string or piece of paper? I'd ask you to show me I mean, try and show me now can you manage holding up keeping it steady, maybe easier with the paper actually, but show me something that you were able to do with your string or paper.

Okay, that's the whole what fraction? How many equal parts? I see.

Looking good! Can I show you some of what I was able to do? I'm going to show you on the screen instead of holding anything up though.

So I established my whole, the whole piece of string, the whole piece of paper is the length of each of these pink strips.

So I'm going to show you some different fractions with each of them.

So first of all, I represented this fraction, how much of my hole? Would the arrow be pointing to? Good 1/2, so I could represent 1/2 against the whole strip.

This second line is half of the whole.

How about the next one? Look at where the arrow is pointing.

What fraction is that going to represent? Good, 1/3 of the whole piece of string, the whole piece divided into three equal parts and there is one of the three equal parts.

Do you see where I'm heading in a systematic way? Where's the arrow pointing now? Good 1/4 of the whole piece.


This time I've gone for 1/8.

So I've skipped some of the other unit fractions that could have come.

They weren't as easy for me to represent.

If I know 1/2, I can work out a 1/4, I can work 1/8.

There's nice relationships there.

The third doesn't link in in the same way, but it's three or parts I was able to manage.

So where might I had next? even smaller than an 1/8? I didn't.

I went bigger.

What am I representing here? clue it does linking to one of the other fractions we've looked at already.

What do you think? 3/4.


And then this one again, it doesn't link into one of the others.

What do you think? Super, 2/3 of the whole piece of string divided into three equal parts and representing the second of those three equal parts.

Good start, how long is a piece of string? We've had a go at answering it.

Let's move on.

Question for you, looking at the bead string, what does one bead represent? What do 10 beads represent? What do you think? One bead represents one, 10 beads represents 10.

If that's the case, what does the whole bead string represent? 100 then let me limit you.

The bead string and the number line represent one.

So now what does one bead represent? Hmm, there are 100 beads.

I'm looking at one of them 100th and 10 beads, 10 out of the hundredth the whole has been divided into 100 equal parts, each equal part represents 100th of the whole 10 equal parts represents 10 hundredths of the whole, one beat string represents 100th 10 beat strings 10 hundredths, could we say 10 hundredths in a different way.

One 10th.

Especially look where the pink arrow is, we can think about the whole number line being divided into 100 equal parts, or 10 equal parts.

Each equal part represents 1/10th of the whole, 1/10th 10 hundreds, 1/10th 10 beads on the bead string.

How could I represent 1/2 along the number line or bead string with your finger just hover over the screen where 1/2 would be see if it matches where the arrows appear? Here, 1/2 so how do you know that's 1/2? Ahaaa! we now have two equal parts in each equal part, how many beads are there? There are 50 each equal part 1/2, 1/2 of the whole, 1/2 of 100 , 50 bead strings.

Why have I written 5/10? Ah, I can think about the whole being divided into 10 equal parts.

Five of those equal parts is 1/2 equal to 50 hundredths.

How about 1/4 along the number line along the bead string where would you represent 1/4 hover with your finger? See if it's where the arrows appear.

Get ready.

Here, how do we know that? How many beads are there in one of the quarters? 25 how many hundredths is that? 25/100 because each bead is 100th of the whole beach string.

So we've represented 1/4, we've divided our beach string into four equal parts.

And in each equal part in each 1/4, we've got 25 beads, 25/100.

How about 1/5? Thinking about that language of dividing the whole into five equal parts word, where would 1/5 be hover with your finger.

Ready? Here.

So we have divided into five equal parts.

How many beads in each equal part? How many hundredths in each equal part? 20.

What about if we're thinking of the whole divided into 10 equal parts instead of 100? How many of those tenths is the same as 1/5? 2/10.

So 1/5 is equal to 2/10, look at where the top pink arrow is.

It's on the second 10th.

And that's equal to 20/100 20 beads.

What is the value of 60 beads? How would we say that as a fraction as a decimal? Pause if you want to, so you can have a think, maybe hover with your finger to show me where 60 beats would be.

And we can think about how we would say that as a fraction and decimal.

Are you ready? So did you get here? Is that where your finger is? Fantastic.

Take your finger away now.

So we've got 60 beads.

How can we say that as a fraction? 60/100.

Oh, wait, you said it differently.

How did you say it? 6/10 , 6/10, 60/100, six lots of 10 bead strings six beads.

Sorry, six lots of 10 beads, 6/10 60/100, 6/10 they are equal they are equivalent.

What is the value of 43 beads? So same again, hover with your finger, whatever that be, what would the fractions be? Ready? Fingers at the go? About here.


So how would we say this? 43/100 could we say as a number of 10, tenths? No, we can represent this as as hundredths, 43/100 there's not an equivalent number of tenths.

As a decimal how would you say this? Good 0.

43 the previous slide was 60/100.

How would we say that 0.

6,6/10 equal to 60/100 time for you to pause, I'd like you to represent these fractions along the bead string.

Now decide how you're going to represent that you can of course, use your finger along the screen, maybe take a screenshot depending on what you're watching this on.

Or you can have a go at drawing out the bead string.

You don't necessarily need to draw 100 beads, perhaps focus on those 10 equal parts instead, up to you come back when you're ready to look at where these fractions would sit.

How did you get on hold your paper up so I can see how you approached it.

Looking good! had someone did try 100 beads, it looks like you've tried to keep those beads equal in size, whereas you just hold your steady.

Yes, you've instead represented a whole divided into 10 equal parts.

Either way.

Let's see if it's worked.

Let's compare, Shall we? When I approach this, looking at those denominators, the two denominators of 100 stood out to me as being the easiest To represent 23/100, 23 of the beads easy to mark on as was 78/100,78 of those beads.

Now of course, where the 78/100 is on the screen is not where it is on the bead, look at the very end of the bracket that I've used, that's where my 78/100 would be.

And the same here for the 23.

Looking at the other fractions, not quite as simple the denominators are not 100.

However, we can use some equivalence work, 2/5, 4/10, I could think now 40/100, or I could just think 4/10 of the whole bead string, 2/5 is equal to 4/10.

Next 120/5, to try to find 120/5 along the beach string Let me instead think about any connections to tenths, I can think about the bead string divided into 10 equal parts, or hundreds, the bead string divided into 100 equal parts 120/5, connected to tenths connected to hundredths 25 and hundred for a relationship of four, a multiplicative relationship of four.

So 120/5, 4/100, 3/4, we should be able to recall that 3/4 as a decimal say it again 0.

75, 75/100, that's one just to recall.

Of course, there's a multiplicative relationship as well, but we should know the connection and be able to recall it.

1/50 relationship to tenths relationship hundredths.

1/50, 2/100, 3/5 ,are similar to my 2/5, 3/5 connected to tenths 3/5, 6/10, am on 1/20.

Relationship to 10 to 100.

Multiplying by five, 20 multiplied by five 100 one multiplied by five ,5/100.

Look at that, look at how we've changed.

I'm just going to go back look at how we've changed each fraction for an equivalent of tenths or hundredths.

By doing that, we should now be able to much more easily because of this smart thinking.

The math is easier now as we mark where these fractions are on the bead string.

So I'm going to start with the smallest which of these is the smallest? Good, 2/100 there it is two of the beads 2/100 of the bead string, which is the next smallest? You think ooh 4/10.

So 4/100 which one? 4/10, 40/100, 4/100 is the next smallest.

So we can mark that on, which would be next.

Good, 5/100.

Wow, these are all really close together, aren't they? So how about after this one? Then we've got our 40/100, so 4/10 next 60/10, 60/100 thanks for spotting that mistake anymore.

Of course, the 3/4 the 75/100 not forgetting our 23/100 and 78/100 from the beginning.

So which of them is the largest? 75/100,78/100 of course, there's three more hundredths would be three more along the bead string.


How can we represent this fraction? Tell me how we say this fraction? 5/20? How could we represent that? I've got a suggestion here of a grid.

How would we represent 5/20 on here? There are 20 equal parts.

10/20 equal parts.

We're talking about five of them.

shade in five of the 20 equal parts.

Okay? How would that relate them to the hundred square? How would we represent 5/20? So the hundred square? Wonder if you can visualise what that would look like? Those two whole squares are the same size.

So what would it look like? Fantastic! You're making a connection.

1/4, 1/4 of the square 5/20 how many hundreds?25/100 5/10,15/20,25/100 a relationship of 1/4.

So what are those missing not numerators and denominators for our equivalent fractions to 5/20 good.

We've got 25/100 ,1/4 20 multiplied by five, 100 five multiplied by five 25 equivalent to 5/20.

We know 25/100 is equivalent to 1/4 which are what fraction is shaded.

Now I'm going to show you the familiar hundred square with the not so familiar same sized shape square divided into a different number of equal parts.

Which fraction is shaded? numerator denominator, tell me the fraction 1-2-3 Fantastic! How would that look, on the hundred square? Let's visualise, let's transfer those shaded sections across.

So what does that equivalent fraction? Brilliant 5/25 equal to 20/100 equal to 1/5, look at the change now.

There is that 1/5.

We know that we can represent fractions in different ways.

We can rearrange the shaded parts, it still represents the same fraction 5/25, what's the multiplicative relationship between five and 20 and 25 and 100? 4.

We've got that multiplicative relationship multiplying by four, five by four 25 by four 20 through to one and 100 through to five.

What's the relationship there? dividing by 20, all three of those fractions are equal 20 divided by 21, 100 divided by 25 equivalent fractions.

Time for your independent task before you start a quick apology.

I didn't say at the beginning that you'll need some colouring pencils.

So, before you start the task, get some colouring pencils.

You might also when you look at the task, need to draw a copy of the grids onto your own paper.

Ask a parent or carer to help you with that.

If you need it, then you should be set to go.

Pause come back when you're ready to share how you got on.

Let's see, hold up your paper.

Let me have a look.

Keep your paper still I can't see it when it's waving around.

Looking good, shall we compare So first grid, we've got three fractions to represent.

And one to find out, you may have answered yours in a different way to mine, you've probably used different colours.

And we know we can represent fractions in different ways.

So here's one way that you might have shown it.

If yours is different, that's not necessarily a problem, so long as you have represented the right fractions.

So representing 1/2, I've got 1/2 pink.

I've then thought 1/5 , 2/10 screen, 1/10 purple, the rest has been left blank, 2/10 blank, which I can represent as 1/5 as well.

Of course, although this grid is not divided into 100 equal parts, I know that I could have recorded the fraction 20/100, and there are of course, other equivalent fractions as well.

We have to stop at some point they would just Continue for eternity.

1/5,2/10,20/100 blank.

Next one.

I have coloured 1/4 of the shape or 100 equal parts I'm thinking 25/100.

1/4 pink, 2/5,4/10 green, 1/10 purple leaving.

Ooh only one more sorry, 1/20 of the whole 20/100.


I needed to represent five of the hundreds, 1/20 in blue, the amount left blank 20/100, 5/10, 20/100 blank, or 4/20 or 2/10 equivalent fractions to 20/100.

You choose well hold yours up for me to see The one that you chose, we can't compare on this one, as there'll be so many alternatives even more than the previous two.

Let me have a look.

Well done fantastic choices.

If you would like to share any of your learning from this session with Oak National, please ask your parents or carer to share your work on Twitter, tagging@OakNational and hashtag LearnwithOak.

Thank you so much for joining me for that mass lesson.

I hope you enjoyed it.

I certainly did.

And a big part of why I enjoyed it was because you were here with me.

Your participation and your learning throughout has left me feeling really, really happy.

So thank you.

If you've got any more learning lined up for the day, I hope you take a break first.

I am going to be heading to the kitchen to get some more water before I continue with my list of things to do for the day.

I look forward to seeing you again soon for some more mass learning.

Until then Look after yourselves.