1. Fractions decimals & percentages
YR 4/5 Mrs Swift

2. Learning objective;
To recognise the equivalence between decimals and fractions
To Begin to understand percentage as the number of parts in every hundred.

3. 1/10
2/10
3/10
4/10
5/10
6/10
7/10
8/10
9/10 1
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9

4. What fraction of the strip is shaded?

5. The decimal fraction of this strip that is shaded is ?

6. What fraction of the strip is shaded?

7. The decimal fraction of this strip that is shaded is ?

8. What fraction of the strip is shaded?

9. The decimal fraction of this strip that is shaded is ?

10. What fraction of the strip is shaded?

11. The decimal fraction of this strip that is shaded is ?

12. 1000
2000
3000
4000
5000
6000
7000
8000
9000
100
200
300
400
500
600
700
800
900 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9
1/10
2/10
3/10
4/10
5/10
6/10
7/10
8/10
9/10
1/100
2/100
3/100
4/100
5/100
6/100
7/100
8/100
9/100
1/1000
2/1000
3/1000
4/1000
5/1000
6/1000
7/1000
8/1000
9/1000

13. How could we represent 16.3 using the grid?
1000
2000
3000
4000
5000
6000
7000
8000
9000
100
200
300
400
500
600
700
800
900 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9
1/10
2/10
3/10
4/10
5/10
6/10
7/10
8/10
9/10
1/100
2/100
3/100
4/100
5/100
6/100
7/100
8/100
9/100
1/1000
2/1000
3/1000
4/1000
5/1000
6/1000
7/1000
8/1000
9/1000

14. 1000
2000
3000
4000
5000
6000
7000
8000
9000
100
200
300
400
500
600
700
800
900 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9
1/10
2/10
3/10
4/10
5/10
6/10
7/10
8/10
9/10
1/100
2/100
3/100
4/100
5/100
6/100
7/100
8/100
9/100
1/1000
2/1000
3/1000
4/1000
5/1000
6/1000
7/1000
8/1000
9/1000

15. How could we represent 19.5 using the grid?
1000
2000
3000
4000
5000
6000
7000
8000
9000
100
200
300
400
500
600
700
800
900 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9
1/10
2/10
3/10
4/10
5/10
6/10
7/10
8/10
9/10
1/100
2/100
3/100
4/100
5/100
6/100
7/100
8/100
9/100
1/1000
2/1000
3/1000
4/1000
5/1000
6/1000
7/1000
8/1000
9/1000

16. 1000
2000
3000
4000
5000
6000
7000
8000
9000
100
200
300
400
500
600
700
800
900 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9
1/10
2/10
3/10
4/10
5/10
6/10
7/10
8/10
9/10
1/100
2/100
3/100
4/100
5/100
6/100
7/100
8/100
9/100
1/1000
2/1000
3/1000
4/1000
5/1000
6/1000
7/1000
8/1000
9/1000

17. How could we represent 4.72 using the grid?
1000
2000
3000
4000
5000
6000
7000
8000
9000
100
200
300
400
500
600
700
800
900 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9
1/10
2/10
3/10
4/10
5/10
6/10
7/10
8/10
9/10
1/100
2/100
3/100
4/100
5/100
6/100
7/100
8/100
9/100
1/1000
2/1000
3/1000
4/1000
5/1000
6/1000
7/1000
8/1000
9/1000

18. 1000
2000
3000
4000
5000
6000
7000
8000
9000
100
200
300
400
500
600
700
800
900 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9
1/10
2/10
3/10
4/10
5/10
6/10
7/10
8/10
9/10
1/100
2/100
3/100
4/100
5/100
6/100
7/100
8/100
9/100
1/1000
2/1000
3/1000
4/1000
5/1000
6/1000
7/1000
8/1000
9/1000

19. Your task
Task 1
Take turns to: 1. Write a number with 1 or 2 decimal places.
2. Partner cover number on place value chart Both children say decimal out loud. Repeat several times.
Task 2
Take turns to: 1. Cover a number using 3 or 4 counters.
2. Partner records number in decimal form.
3. Both children say decimal out loud. Repeat several times