Year 5 Spring Teaching Sequence 5

Activity 1

Objectives: Order numbers with one and two decimal places and place them on a number line

Resources: 0-9 dice, whiteboards

Level of difficulty: Easy

· Provide children with 0-9 dice.

· Ask them to roll their dice three times.

· Using the three digits ask them to make as many different decimal numbers as they can. The decimal point can be added anywhere.

e.g. 12.3 13.2 31.2 32.1 3.21 1.23… and so on!

· Ask children to order the decimals they have created beside a sketched number line on their whiteboards, showing an understanding of place value.

Activity 2

Objectives: Know by heart multiplication facts for 2, 3, 4, 5, 6, 7, 8, 9 and 10 times tables, and learn corresponding division facts

Resources: Post it notes™

Level of difficulty: Medium

· In preparation for this activity create pairs of Post its™, one with the tables fact (6x4) and another with the answer (24).

· Apply a Post it™ to the forehead of each child and allow them to move around the room.

· Tell them that they should attempt to find their partner without looking at their Post it™:

o Amit has no idea what is on his Post it™ but can see that Jane has 24 on her head.

o So he asks am “Am I 6 x 4?” If Jane can see that this is what is on his Post it™, she responds yes, they’ve found each other!

o If Jane replies no then it’s on to the next person and another question.

o BUT, if Amit asks ‘Am I 3 x 8?’ Jane can say, no, but your fact gives the same product as 3 x 8.’

o Then Amit has to think of another way of generating 24. He can then ask if he is 2 x 12 or 6 x 4. When he says the multiplication that matches his Post it™, Jane agrees to be his partner.

o Decide whether or not to accept 4 x 6 in place of 6 x 4.

· Can all children find their partner?

· Repeat the game after collecting and reapplying Post its™.

Extension

· Use a stopwatch to time the class. How long do they take to find their partners? Can they beat their best, next time?

Activity 3

Objectives: Use knowledge of the multiplication to begin to understand simple ideas of ratio and proportion

Resources: Packs of playing cards

Level of difficulty: Medium

· Discuss the differences between ratio and proportion and the practical real life contexts in which they might be used.

· Provide groups with up to ten cards from a pack of playing cards.

o Look at your cards.

o How could they be grouped into two different groups? Picture cards: non picture cards, hearts: non-hearts, etc.

o How could these groups be expressed as a ratio? (If the group has 4 hearts and 6 non-hearts, the ratio is 4:6 hearts to others. Or it might be 2:8 picture cards to numbers).

o Can these groupings be expressed as a proportion? (4:6 hearts to others can be expressed as 4 hearts out of ten cards or 4/10).

· Invite groups to share their groupings and their ratios and proportions.

· Do any groups have similar ratios and proportions for their groups?

Activity 4

Objectives: Use knowledge of the multiplication to begin to understand simple ideas of ratio and proportion

Resources: Multilink cubes

Level of difficulty: Easy

· Ask children to select up to eight cubes of two different colours. They do not need to select equal numbers of each.

· Children should then express the ratio of colours in their stick as a ratio and proportion, e.g. three red to five blue is 3:5 and it is three red out of eight cubes which is 3/8.

· Gather together all the coloured sticks on one table.

· Ask different children to read aloud their ratio and proportion.

o Can they identify which stick is being described?

o Is there more than one stick to which the ratios and proportions could be applied?

Activity 5

Objectives: Use knowledge of the multiplication to begin to understand simple ideas of ratio and proportion

Resources:

Level of difficulty: Medium

· Discuss ratio and proportion and their use in real life contexts.

· Tell the children that they are going to use ratio and proportion and apply these to groups in the classroom.

· Divide the class into groups of 7 or 8.

· Encourage the children to look around their group.

o How can two smaller groups be created within each group? Encourage chn to be imaginative as well as going for the obvious - boys/girls, blonde/brunette, blue eyes/brown eyes, they can try smiling/scowling, shoes with laces/shoes without, likes Red Hot Chilli Peppers/doesn’t like Red Hot… etc.

o How could this be expressed as a proportion and ratio?

· Allow each group to say the ratio, e.g. 3 to 5. They stand in that ratio, e.g. the 3 children who are smiling and the 5 who are scowling.

· Can the class guess the criteria used? Group then reveal the answer!

· Ask a member of the group to write the matching proportion on the board, e.g. 3/8.

· Repeat with another group.

o Are ratios and proportions for the same factor similar from one group to the next?

Activity 6

Objectives: Order numbers with one and two decimal places and place them on a number line

Resources: 0-9 dice

Level of difficulty: Easy

· Model with the children how to create a decimal number with one decimal place by rolling a 0-9 dice twice. Children must decide after their first roll where to place that digit before rolling for the second time.

· Tell the children that they are going to play ‘Decimal knock out’, where the highest and lowest value will be eliminated after each round. They will need to consider place value when placing their digits.

· Each child in the class creates their own decimal number with two rolls of the dice.

· Work out which was the highest and the lowest number in the class and eliminate those children.

· Continue with another round, eliminating two further children.

· Repeat until one or two children remain.

· After the game discuss the strategy.

o How can you (children) reduce the risk of being the highest or lowest?

· Play the game again.

Activity 7

Objectives: Order numbers with one and two decimal places and place them on a number line

Resources: Measuring tapes, whiteboards

Level of difficulty: Medium

· Discuss the use of decimal numbers in real life contexts.

· Tell the children that they are going to measure their height in metres using measuring tape while standing with heels against the wall.

· Model the accurate taking of measures and co-operation.

· Record a height in metres using decimals, e.g. 1.48m.

· Briefly discuss what this value means?

o What would the same height be in cm? 148cm.

o Can children explain why?

· Children record their own height in m.

· After sketching a number line on a whiteboard ask the children to order the heights of the children on their table.

o What would the same heights be in cm?

o Would any children be the same height if the lengths were rounded to the nearest tenth? (1.46m becomes 1.5m)

Activity 8

Objectives: Change fractions to decimal fractions and place them on a number line

Resources: Digits 1 to 9 on the board, class set of calculators, A4 card

Level of difficulty: Medium/Hard

· Ask two children to stand apart, one holding a 0 card and the other holding a 1 card.

· Ask children to work in pairs. They choose two of the digits and make a fraction smaller than 1.

o How will you do that? Will the numerator be bigger or smaller than the denominator? Write that fraction on your whiteboard. Now use your calculator to change the fraction into the equivalent decimal fraction. Write that on your piece of card.

· Invite children up to the front to place themselves roughly where that decimal fraction would be. As more children come up, positions may have to be altered or shifted.

· Some of the fractions that will be generated will be recurring decimals e.g. 1/9 will change to 0.1 recurring. Explain that you will only be taking notice of the first decimal place but take the opportunity to discuss recurring decimals as many children become interested in decimals for the first time when they encounter them!

o So is one ninth, bigger or smaller than one tenth?

· Ask children to do the same thing to generate more decimal fractions and place them on the ‘empty number line.’

Activity 9

Objectives: Locate tenths and hundredths on a beaded number line

Resources: 100 bead bar, class set of 100 bead strings, whiteboards, plastic tags to hang on the bead bar

Level of difficulty: Medium

· Each pair of children has a whiteboard and a bead string.

· This activity starts with the teacher asking children to locate numbers on the bead bar given different start and end points. Children then work in pairs to pose questions for each other.

o On my bead bar this end is 2 and this end is 12. Count with me quickly, 2… 3… 4… 5…………………… 12. Hang a blank tag somewhere on the bar. Locate this number… write it on your whiteboard…… show me. Continue to practise.

o On my bead bar, this end is 0 and this end is 1. Count with me quickly, 0.1… 0.2… 0.3… 0.4……………… 0.9……1. Hang a blank tag on the bar. 0.54 (say). Locate this number… write it on your whiteboard…… show me. Continue to practise.

· Then ask children to work together. Set the start and end points for the whole class.

o On my bead bar and your bead string, this end is 0 and this end is 10. One of you has to say or write a number on your whiteboard; the other finds that point on the bead string. Then swop roles.

· Let children practise this for a while and then ask them to feed back some of the examples they chose.