Lesson video

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Hi, everyone.

It's Mr. Whitehead here, and ready for your maths lesson.

I know I'm ready because I'm in a quiet space.

I'm free of distractions, the television is off, my phone is well away, and I'm ready to focus.

Are you? If you're not, press pause, take yourself somewhere quiet where you're going to be able to give me your undivided attention for the next 20 minutes.

Press play again when you're ready to start.

In this lesson, we'll be recognising and using thousandths, and relating them to tenths and hundredths.

We'll start off with an equivalent fractions and decimals activity, before we spend some time recognising thousandths, representing thousandths.

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

Things that you're going to need.

A pen or pencil, a ruler, and some paper, a pad, or a book from school, if you've been given one.

Press pause, go and collect the items, then come back and we will start.

So, kicking off with an equivalent fractions and decimals activity.

Here are four fractions.

I would like you to record some equivalent fractions, and these fractions in their decimal form, as well.

Pause, have a go at the activity, come back when you're ready to compare.

How did you do? Can I have a look? Hold your paper up.

Looking good.

I can see some decimal equivalents and other equivalent fractions, as well.

Now, what I show you on the screen now may be different to the ones you've come up with.

As long as they're all equivalent to the original fractions here, then we're fine.

So, 4/10.

I thought about that being equivalent to 40/100.

I also thought about 4/10 as a simplified form being 2/5, and as a decimal, 0.


9/25, I made the connection to hundredths, of 36/100.

From 9/25, I also thought about how many fiftieths that would be.

18/50, and as a fraction, using the 36/100.

Sorry, as a decimal, using 36/100, 0.


7/20, making some connections to hundredths.

Seven five times, 20 five times, 35/100.

As a decimal, 0.


45/100, here, I made the connection just to the decimal form 0.


How did this compare to the choices you came up with? Were there any that were the same, any that were different? As long as they're all equivalent, they are fine.

Let's have a think.

What do we know about these four shapes? The large cube, the flat, the stick, the small cube.

What do we know about them? What do they normally represent? Tell me the large cube first.


The flat? Good, 100.

The stick, and the small cube? So, we're used to these pieces of mathematical equipment representing those values.

In this session, the large cube is going to represent one.

If the large cube represents one, what would the other shapes represent? If you're ready to tell me, continue.

If you need to pause for a moment, please do.

What does the blue flat represent? 1/10.

1/10 of one.

One divided into 10 equal parts.

That's one of them.

How about the stick? Good.

One divided into 100 equal parts.

That's one of them.

100/100 is equal to one.

10/10 is equal to one.

So, what about the small yellow cube? Good, 1/1000.

What is it 1/1000? Yes, the orange cube one, divided into a thousand equal parts, is 1/1000.

1000/1000 is equal to one large cube.

So, in place value grids, how would we represent the value of this large cube? With a one in the one's place.

How about the flat? Good, 1/10, 0.


How about the stick? Good, 1/100, 0.


As for the small yellow cube, we need another column, because this would be represented as, say it again? 0.


1/1000, well done.

So, taking a look at these all together then, we have our large cube representing one.

If we divide it into 10 equal parts, we'll have the flats.

One of them is 1/10 of one, 0.


If we divide the one orange cube one into 100 equal parts, we get the sticks.

100 of them is equal to one.

One stick is 1/100 of one.

And the small yellow cubes.

If we divide one large orange cube by 1,000, we get 1000/1000.

One thousandth of one is the yellow cube.

With that in mind, pause and have a go at filling in the gaps.

Which numbers are missing to complete the sentences? Come back when you're ready.

So, how did you get on? Are you ready to call out some numbers for me? Can you say the number, and I'll finish the sentence for the first one? On three.

One, two, three.

Thousandths is equal to one.

You say the number, and the rest of the sentence for the next one, ready? One, two, three.


You say the number, I say the sentence for the next one, ready? One, two, three.

Thousandths is equal to 1/100.

Let's say the last one together.

Ready on three? One, two, three.

1/1000 is equal to 1/1000.


Just take a moment to have a look at those.

Look at the relationships.

Look at how many of each of the thousandths is needed to create the large cube, the flat, the stick, and the small cube.

Look at the relationship to the way we record those as fractions, as well.

Really important to understand the connections between the deans, between the large cube, the flat, the stick, and the small cube.

Say what you can see.

What can you see that I've represented here? Flats, so a tenth, yeah.

How many sticks, so how many hundredths? Good, three.

And how many thousandths? Four.

So, we would represent that as 0.

134, and that's how we say it, as well.

Not 0.




You say it.

Say it again, and say it with me.




So, let's have a think about what that number is made up of.

We can see what it's made of through the representations, through the deans, but let's represent each of those parts with some fractions and decimals, as well.

So, decimal-wise, 0.

134 is equal to 134/1000.

Our fraction and decimal are equivalent.

The fraction form is made up of 1/10, 3/100, and 4/1000.

We can represent those parts as decimals, as well.


134 is equal to 0.

1, add, you tell me? 0.

03, good, add? 0.


So, we've represented a decimal using deans and fractions and decimals split into their added parts.

The parts the make the whole, in fraction form, in decimal form.

We can say now that there is 134/1000, that the number is read as 0.


We could talk about the parts.

There is 1/10, or there are 3/100, there are 4/1000.

We could talk about the place value of this decimal with three decimal places.

Time for you to have a go.

You're going to pause.

I'd like you to draw using squares, lines, and very small squares.

I'd like you to draw the number 521/1000.

I'd also like you to represent that in the fraction parts, and as a decimal, and the decimal parts like we've just done.

Pause and have a go.

Come back, and we'll check.

So, hold up your paper.

I want to see what you've done.

See how you've represented your thinking, and the maths, and the number, most importantly.

Looking good.

Compare what you've got to what I show you now.

Make any changes as you go, if you need to.

So, I began with my drawing.

5/100, two, sorry, 5/10, 2/100, 1/1000.

I used the drawing to represent those.

I've recorded the decimal number.

The number is read as 0.


Can you say it? Say it with me.



The number is read as 0.


We can think about fraction parts.

521/1000 is 5/10, 2/100, and 1/1000.

In terms of the decimal, you tell me the missing parts.

Good, add, add.

Well done.

Another one for you to try.

Pause, have a go.

Same again, draw it.

Record it as a number.

Show me the fraction parts and the decimal parts.

Come back when you're ready.

Hold up your paper, let me have a look! Looking good.

Well done.

Shall we compare? So, again, my drawing came first.

This time, I've only got 4/10 and 5/100, 5/1000, good spot.

I haven't got any hundredths this time.

Written as a decimal, can we say it together on three? One, two, three.


405, and that zero is so important.

There aren't any hundredths.

We represent that with zero.

Thinking about the fraction, 405/1000 made up of? Good, 4/10 and 5/1000.

What are the missing decimal parts? Tell me.

Good, and fantastic.

You are more than ready to try your independent task, so please press pause, go and complete the activity, then come back and we'll look at it together.

How did you get on? Hold up your paper.

Let me see how you've recorded.

Ah, looking so, so good.

Well done, everyone.

You've represented the parts of the number as fractions, as decimals.

You've thought about how you would say it, as well.

Really good.

Have a quick check at this first one, compare it to yours.

If you need to pause and spend a little bit longer, please do, but you should've been able to fill in the missing tenths and hundredths, the thousandths, the decimal number, and how we would say it, 0.


Here's the next one.

So, some different parts to fill in this time, and to include a little bit more of the drawing, as well, the tenths, sorry, the hundredths were not drawn, so you should have filled those in.

How would we read this one? 0.


Looking good.

Pause if you need.

Here's the last one.

A lot more to fill in this time.

More of the drawing, most of the fraction representation.

How do we say this as a decimal number? 0.



And the last one, wow, there were so many options here that there's nothing I can show you to be able to check yours off.

You'll have to look and make that judgement for yourself.

Have you represented the drawing, the tenths, the hundredths, the thousandths? Have you thought about how you would say it as a number? If, however, you would like to share some of that learning, particularly the last one, that I haven't been able to see, I'd love to see it, so please ask your parents or carer to help you share it on Twitter, tagging @OakNational and #LearnwithOak.

Thank you so much for joining me for this lesson.

You have left me feeling incredibly proud and really, really happy.

Thank you for your contributions, your participation, and your fantastic learning throughout.

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

A very well-deserved one at that, and I look forward to seeing you again soon for some more maths learning.

Until then, look after yourselves.