To be able to count on or back in steps of 0.1; 0.2; 0.3…..

Slides:

Advertisements

Similar presentations

LESSON 1.3 ESTIMATION.

Advertisements

L.O.1 To be able to recall multiplication and division facts involving the 2,3,4,6,7 and 8 times tables.

Answer these on your whiteboards:

Numeracy Evening Welcome.

L.O.1 To recall multiplication facts up to 10 x 10

L.O.1 To be able to derive quickly division facts corresponding to tables up to 10x10.

To be able to recall facts in the 2,3,4,5,6 and 10x tables;

The Efficient Learning of Multiplication Tables

Lob: I can use pencil and paper methods to divide TU by U and HTU by U.

Line ‘em up or Count ‘em up

Year 3 Objectives: Number NUMBER AND PLACE VALUE Objective 1: Read and write numbers up to 1000 in numerals and words Read and write all numbers to 100.

Count to 20. Count reliably at least 10 objects. Use ‘more’ and ‘less’ to compare two numbers. Count reliably at least 10 objects. Estimate number of objects.

Aims of session To explore the language and skills learnt in Rushen Primary School relating to number.: number bonds, partitioning, times tables, decimals,

Strategies Used For Mental Multiplication/Division of Larger Numbers June 4 th 2008 Year 5/6NH.

Multiplication and division: mental methods.

Multiplying Decimals. Multiplying Decimals Notes Multiply as usual, ignoring the decimal points. Count how many total digits are to the right of the decimal.

Multiplication Using Arrays. How many paper clips are here? I could count them, but there is an easier way!

Multiplication. Multiplication is increasing the value of a number by adding in equal sets. 3 x 4 means add 3 together 4 times Multiplying.

Multiplication Workshop

Warm Up #7 (Page 28) 10/9/2014 Round the following numbers to 2 significant figures (Write the question) 1) g 2) 124,000 m 3)1.25 cm Perform the.

Today we will estimate very large and very small numbers.

More partial products Recall that we can use a drawing of a rectangle to help us with calculating products. The rectangle is divided into regions and we.

x 3 3 x 10. Using multiplication facts · It is vital that children know their times tables as all the work higher up the school relies on.

X = 11 X 2 = 9 X = 3 Check: X = 3 x 3 +2 = 11 We can solve this equation by:

Scientific Notation And Significant Figures.

Place Value and Multiplication

Significant Figures. What is a significant figure? There are 2 kinds of numbers: 1. Exact : Known with certainty. Example: the number of students in this.

Multiplying Decimals Lesson 1-7 From /

Lesson 4-3 Example Example 1 Write 1.41, 0.55, and 1.01 in order from least to greatest. Check your answer by graphing the decimals on a number line.

SQUARE ROOTS. This isn’t exactly true, but for the next 3 weeks: “Radical” means the same thing as “square root” *Side Note:

Multiplying decimals. What is the answer to 0.26 x 0.6? In order to work this out you must be able to multiply the whole numbers together In fact do just.

Scientific Notation. Scientific Notation At the conclusion of our time together, you should be able to: 1.Define scientific notation 2.Convert numbers.

TOPIC: Scientific Notation product The number is written as the product of two other numbers: not – A number between 1 and 10 (not 10) – and – A power.

Significant Figures Physical Science. What is a significant figure? There are 2 kinds of numbers: –Exact: counting objects, or definitions. –Approximate:

The Number System Multiplying Decimals © 2013 Meredith S. Moody.

Multiplication Strategies Breaking large numbers into smaller numbers before multiplying.

MULTIPLYING DECIMALS. NS 1.4 Calculate given percentages of quantities and solve problems involving discounts at sales, interests earned, and tips. Today’s.

Significant Digits or Significant Figures. WHY??? The number of significant figures in a measurement is equal to the number of digits that are known with.

Multiplying Decimals 12/7/2015. To Multiply: You do not align the decimals. Instead, place the number with more digits on top. Multiply Count the number.

Multiplication Multiplying by multiples of 10. Multiplying by 10 and 100: Count by each number 5 times. 5 x 1 =5 5 x 10 = 50 5 x 100 =500 5 x 1,000 =

Multiplication Using Arrays. How many paper clips are here? I could count them, but there is an easier way!

Mathsercise-C Factors & Multiples Ready? Here we go!

Key idea: To be able to multiply a number by 10, 100 and 1000 WILF: Hi, I’m Wilf, pleased to meet you! WhatI’mLookingFor Children who can multiply by.

NUMERACY EVENING Welcome. WHAT ARE WE GOING TO DO THIS EVENING? Pencil & paper procedures for the four operations, +,-,x & ÷ (language) Consistent, progressive.

Mathematics Evening Welcome.

Calculation Policy Multiplication – Years 4-6

Significant Figures Why significant figures are important

Multiplying Decimals.

Place Value and Decimals

Significant Figures Why significant figures are important

Lesson 1 L.O. To recall the 2 and 5 times tables. 12 sided dice.

Multiplication & Division

Unit B2 Day 5 This unit lasts for 3 weeks.

Unit B2 Day 3 This unit lasts for 3 weeks.

Significant Digits or Significant Figures

Just because we love to hurt you 

Multiplication with Decimals

Multiplying Decimals.

L.O.1 To be able to derive quickly division facts corresponding to tables up to 10x10.

Year 5 (National Numeracy Strategy) (Based on DFEE Sample Lessons)

Year 5 (National Numeracy Strategy) (Based on DFEE Sample Lessons)

Just because we love to hurt you 

Multiplication always makes things bigger

Unit 4 Lesson 10 Estimate Products Use Rounding to Estimate Products.

I can extend written methods to

L.O.1 To be able to use known facts and place value to multiply and divide mentally.

Year 2 Summer Term Week 8 Lesson 1

I can extend written methods to multiplication of U.t x U

It will make your work easier – when you multiply when you divide

Presentation transcript:

To be able to count on or back in steps of 0.1; 0.2; 0.3….. L.O.1 To be able to count on or back in steps of 0.1; 0.2; 0.3….. To be able to use known facts and place value to multiply mentally.

We are going to count in steps of 0.6

What is 0.6 x 5 ? 0.6 x 9 ? 0.6 x 7 ? 0.6 x 4 ?

We are going to count in steps of 0.7

What is 0.7 x 7 ? 0.7 x 3 ? 0.7 x 5 ? 0.7 x 4 ?

We are going to count in steps of 0.8

What is 0.8 x 4 ? 0.8 x 9 ? 0.8 x 6 ? 0.8 x 7 ?

We are going to count in steps of 0.9

What is 0.9 x 6 ? 0.9 x 9 ? 0.9 x 3 ? 0.9 x 5 ?

L.O.2 To be able to extend written methods to multiplication of U.t x U To be able to approximate first.

Q. How would you calculate 57 x 6? Q. How would you calculate 5.7 x 6? Answers please…….. Q. How would you approximate the answer?

Look: X 5 0.7 6 30 4.2 34.2 If you find it hard to calculate 0.7 x 6 try counting on in 0.7s and see if your answer is one tenth of 7x6.

Complete the worksheet. Work in pairs. 5 minutes

Here is a problem: If 26 children each have a ruler measuring 30cm. and they are arranged end to end to form a line, how long would the line of rulers be? With a partner think about how you would do this.

We would need to do the calculation 30cm x 26. We can write this as 0.3m. x 26 ! These numbers allow the calculation to be done mentally i.e 3 x 26 and make it 10 times bigger for 30cm 780cm 3 x 26 and make it 10 times smaller for 0.3 7.8m.

Try doing the problem if the rulers each measure 32 cm. Half of you are to work in cm. & the other half in metres. Remember to approximate first. Q. Will the answers be the same?

6.3 x 7 = 42.21 Q. Is the answer correct? Has anything gone wrong? Why?

Q. How would you work out the answer ? 6.5 x 4 Q. How would you work out the answer ? Is there an easier way? Mentally. the 0.5

Multiply a simple decimal with one decimal place by a single digit. By the end of the lesson the children should be able to: Approximate first; Multiply a simple decimal with one decimal place by a single digit.