Treating groups that contain the same number of things as ‘ones’ or ‘units’. It is important particularly in handling money and in understanding place value and supports us to think multiplicatively.

An integer is a whole number with no fractional part e.g. 0, 1, 14, 103  Decimal numbers such as 3.4 are not integers.

Divide decimal fractions by 1-digit numbers

Maths

In this unit pupils will explain the effect of multiplying and dividing a number by 10, 100 and 1,000 and use their knowledge of multiplying decimal fractions by whole numbers to solve measures problems. In the future unit pupils will apply memorised unit conversions to convert between units of measure. They will solve measures problems involving different units including imperial units.

In the prior unit pupils calculated with decimal numbers using column addition and subtraction. In this unit pupils will explain the effect of multiplying and dividing a number by 10, 100 and 1,000 and use their knowledge of multiplying decimal fractions by whole numbers to solve measures problems.

Calculating with decimal fractions

Lucas bought a bag of bananas that has a mass of 0.48 kg. There were four bananas of identical mass in the bag. What is the mass of one banana? {{ }} kg

Sofia has a jug with a capacity of 2.4 L. Lucas’ jug has a capacity one-third times this capacity. What is the capacity of Lucas’ jug? {{ }} L

{{ }} is one-hundredth times the size of 32.5

Use unitising and known facts to match the equation to its product.

Sofia has a 64 cm length of ribbon. She cuts it into four equal lengths. What is the length of each piece? {{ }} cm

This lesson will be removed by end of Summer Term 2025.

Divide decimal fractions by 1-digit numbers

Lesson outcome

This lesson will be removed by end of Summer Term 2025.