Explain that different lengths can be composed additively and multiplicatively

Maths

Use knowledge of decimal place value to convert between and compare metres and centimetres

Use knowledge of decimal place value to solve problems in different contexts

Use knowledge of place value to calculate with decimal numbers up to and bridging one tenth

Use knowledge of column addition and subtraction to calculate with decimals: tenths and hundredths

Round a decimal number with hundredths to the nearest tenth

Round a decimal number with hundredths to the nearest whole number

Read and write numbers with up to 3 decimal places

Compare and order numbers with up to 3 decimal places

Solve problems with numbers with up to 3 decimal places

In this unit pupils will use their knowledge of decimal place value to convert between and compare metres and centimetres explaining that different lengths can be composed additively and multiplicatively.  In the future unit pupils will explain represent and compare whole pounds and pence.  They will convert quantities of money between pounds and pence and find change. 

In the prior unit pupils identified hundredths as part of a whole and described and represented hundredths as a decimal fraction. They compared and ordered decimal numbers with hundredths. In this unit pupils will use their knowledge of decimal place value to convert between and compare metres and centimetres explaining that different lengths can be composed additively and multiplicatively.

In this unit pupils will use their knowledge of decimal place value to convert between and compare metres and centimetres explaining that different lengths can be composed additively and multiplicatively.

Use knowledge of decimals to solve problems in different contexts: length

each part has a value of 0.25 m.         

Look at the number line. Which letter is pointing to 75 cm?

In metres, what is the value of each of the partitioned parts?  {{ }} m

Tick the equations that could represent this number line.

Tick the image that represents the equation:       0.2 m × 5 = 1 m

Convert 2.5 metres into centimetres. {{ }} cm

What is the missing number on the number line?

Which equations represent this bar model?

What is the missing number in this equation? 25  × {{ }} = 175 

Explain that different lengths can be composed additively and multiplicatively

Lesson outcome