An integer is any positive or negative whole number or zero. E.g. (−2), 0, 153 are all examples of integers.

A number is in decimal form when the decimal point is shown and there are digits to the right of the decimal point.

A digit is one of the symbols of a number system. In our number system we use the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.

Checking understanding of arithmetic procedures with integers and decimals

Maths

Securing understanding of arithmetic procedures with integers and decimals

Checking and securing understanding of negative numbers in context

Addition of positive and negative integers

Subtraction of positive and negative integers

Checking and securing understanding of written addition and subtraction strategies

Checking and securing understanding of multiplication and division

Multiplication and division where only one value is negative

Multiplication and division where two or more values are negative

Simplifying multiplication and division using multiples of 10

Multiplying with decimals

Dividing with decimals

Priority of operations with positive integers

Priority of operations with positive and negative integers and decimals

Using the associative, commutative and distributive laws together

Using your calculator efficiently

Problem solving with integers and decimals

Pupils use their understanding of place value and fluency with decimals from this unit in order to extend this understanding to fractions.  In the future unit, pupils will be asked to compare and order both fractions and decimals and will assess when conversion is required.

The prior unit on factors, multiples, squares and cubes helped pupils build on their understanding that any positive integer can be expressed as a product of its factors. This skill is used here to explore multiplying and dividing with decimals.

In this unit pupils develop their ability and efficacy with the four operations including more complicated and challenging calculations involving fractions, decimals and negative numbers. This leads into an exploration of the priority order of operations.

Arithmetic procedures with integers and decimals

Complete the statement. In our number system we use the {{ }} 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9

Match each operation on the left to the equivalent operations on the right.

Sam buys 6 boxes of chocolates. Each box costs £5.75. What is the total cost of the chocolates? 

Four Oak students buy a pizza together. The pizza costs £15.80. They share the cost equally. How much should each student pay? £{{ }}

Match together the pairs of numbers that have a sum of 100.

Which of these is the same as multiplying by 5?

Checking understanding of arithmetic procedures with integers and decimals

Lesson outcome