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

Maths

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

Explain that different lengths can be composed additively and multiplicatively

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

What is the missing number on the number line?

Look at the graph. What are the intervals increasing in each time?

In litres, how much water is drunk on Tuesday?

Which scale is showing the greatest mass?

What is the missing number in the sequence?  0.8, 1, 1.2, 1.4, {{ }}, 1.8 

5.25 is a missing multiple from the sequence.

The numbers do not increase consistently in the same multiple of 0.5.

6.5 should come before 6 in the sequence.

Tick all of the statements that are true of this graph.

There are 20 families more that have fish compared to rabbits.

Tick all of the statements that are true according to this graph.

Exit Quiz

What is the missing number on the number line?