Decimals yr5 Anth - Weeblysgormanapts.weebly.com/uploads/2/0/2/1/20210795/decimal_unit... &...

DECIMALS GROUP, Before you begin, read this page about Decimals:

http://www.mathsisfun.com/decimals.html

And have a play with this zoomable decimal number line:

http://www.mathsisfun.com/numbers/number-‐line-‐zoom.html

CORE LEVEL ACTIVITIES

Activity 1 -‐ I can count by decimals 2 decimal places.

Activity 2 -‐ I can use place value to compare and order numbers to two decimal places to determine the larger number.

Activity 3 -‐ I can extend the place value pattern of grouping in tenths from whole numbers to tenths and hundredths.

Activity 4 -‐ I can use physical models and number lines to compare and identify decimals.

Activity 5 -‐ I can connect decimals with fractions. (Hint: give more than one example)

Activity 6 -‐ I can describe the place value of numbers with one or two decimal places in a variety of ways.

Activity 7 -‐ I understand that there is equivalence between fractions, decimals and percentages.

EXTENSION ACTIVITIES

Activity 8 -‐ I can identify the process to solving a worded decimal problem and design a solution and find a correct answer.

Activity 1 Learning Objective:

• Use a calculator to find patterns with decimals (You will need a calculator for this activity)

Success Criteria:

• I can count by decimals 2 decimal places.

Use your calculator to find the next 5 numbers from each starting point. See if you can predict what the sequence will be. Write down each sequence in your work book like this:

1) Counting by hundredths -‐ 1.36, ___, ___, ___, ___, ___ . 2) Counting by tenths -‐ 1.36, ___, ___, ___, ___, ___ . 3) Skip counting by 2 hundredths -‐ 1.94, ___, ___, ___, ___, ___ . 4) Skip counting by 2 tenths -‐ 1.94, ___, ___, ___, ___, ___ .

1) Counting by hundredths

Start at 1.36 and + 0.01 . Press the = button. Press the = button again to see the next numbers.

2) Counting by tenths


3) Skip counting by hundredths


4) Skip counting by tenths


Show your 4 examples to the teacher when you are ready. Your teacher will then ask you to prove that you understand this concept on your decimals learning journey.


• Complete 3 mathletics activities to develop my understanding of ordering and comparing decimals

Success Criteria:

• I can use place value to compare and order numbers to two decimal places to determine the larger number.

Log on to mathletics and open the Decimals activities from your dash board. Complete the following activities:

• Something Easier: Greater than or less than? • Core: Comparing decimals • Core: Decimal order

Remember to click the large ? button before you start each task. Your aim is to get at least 9 out of

10 for each activity.

Show your 3 completed activities to the teacher when you are ready. Your teacher will then ask you to prove that you understand this concept on your decimals learning journey.


• Find out how many tenths and hundredths make up whole numbers.

Success Criteria: • I can extend the place value pattern of grouping in tenths from whole numbers to tenths

and hundredths. Decimal fractions represent parts of a whole. Below is 1 whole strip which has been divided into 10 equal parts. Three out of ten are shaded, or 3/10 are shaded: 1/10

0.1

1/10

0.1

1/10

0.1

1/10

0.1

1/10

0.1

1/10

0.1

1/10

0.1

1/10

0.1

1/10

0.1

1/10

0.1 We can also express this as 0.3 – There are no whole units (or ones) but 3 tenths. Below is another whole which has been divided into 10 equal parts. 3 tenths are shaded:

Three tenths = .3

A hundredth is a tenth of a tenth. Below, 26 hundredths have been shaded. We write this as 0.26 -‐ There are no units, 2 tenths and 6 hundredths. We can also say that there are 26 hundredths.

Twenty-‐six hundredths = .26

Here is a whole with all tenths shaded. How many tenths make a whole? Here is a whole with all hundredths shaded. How many hundredths make a whole?

YOUR TASK: Using this knowledge of decimal place value, pick 5 whole numbers and write down how many hundredths and tenths make up that number. Set your examples like this: Show your 5 examples to the teacher when you are ready. Your teacher will then ask you to prove that you understand this concept on your decimals learning journey.

0

__ tenths __ hundredths


• Demonstrate our understanding of decimals by placing decimals on a number line.

Success Criteria: • I can use physical models and number lines to compare and identify decimals.

http://www.mathsisfun.com/numbers/number-‐line-‐zoom.html -‐ Use the zooming number line. Follow the instructions until the part about racing to 100.00357 http://www.brainpop.com/games/battleshipnumberline/ -‐ Play this number line game and complete level 2. Click play, then select the DECIMALS mode. YOUR TASK: Copy these number lines into your work book, and write down the matching decimals for ABCD:

Show your number lines to the teacher when you are ready. Your teacher will then ask you to prove that you understand this concept on your decimals learning journey, and will give you 5 decimals to place on a number line.


• Shade a 10 x 10 grid to represent a decimal number and a fraction

Success Criteria: • I can connect decimals with fractions.

Copy these examples in your book:

Divide these wholes into tenths and shade in the amount given. Then write the fraction as a decimal:

Divide these wholes into hundredths and shade in the amount given. Then write the fraction as a decimal:

Show your 6 examples to the teacher when you are ready. Your teacher will then ask you to prove that you understand this concept on your decimals learning journey.


• Develop our understanding of decimal place value, and find the tenths and hundredths in decimal numbers.

Success Criteria: • I can describe the place value of numbers with one or two decimal places in a variety of

ways.

We can express the same decimal fraction in different ways… Here is a representation of the number 1.38. But it also shows 138 hundredths. Or 1 unit, 3 tenths and 8 hundredths. Or 13 tenths and 8 hundredths. Or 1 unit and 38 hundredths. YOUR TASK

A) Copy the table into your book and then complete each decimal number:

B) Make these decimals using MAB: 1.26 1.50 2.88

Once you have made the decimal, write down as many different expressions for each using units, tenths and hundredths. Set your working out like this: 0.00 = ? units, ? tenths, ? hundredths

Show your completed table and your working for the 3 decimal numbers to the teacher when you are ready. Your teacher will then ask you to prove that you understand this concept on your decimals learning journey.


• To investigate how decimals, fractions & percentages relate to each other • Work with and convert decimals, fractions & percentages.

Success Criteria:

• I understand that there is equivalence between fractions, decimals and percentages.

See this page on the mathsisfun website about working with decimals, fractions and percentages: http://www.mathsisfun.com/decimal-‐fraction-‐percentage.html

• Convert these fractions into decimals in your workbook.

Easy Medium Challenge 1/2 3/4

5/15 20/50

50/200 6/48

• Convert these fractions into percentages in your workbook:

Easy Medium Challenge 40/100 7/10

20/40 10/40

18/60 7/21

• Complete the following table in your work book:

Fraction Percentage Decimal ? 50% ? ? ? .25 ? 80% ?

• Have a go at this memory game, matching fractions to decimals http://nrich.maths.org/1249. Try with 16 cards and take a note of your score, then try and beat it.

• Have a go at this Jeopardy game http://www.math-‐play.com/Fractions-‐Decimals-‐Percents-‐Jeopardy/fractions-‐decimals-‐percents-‐jeopardy.html. You could try individually or in a team of people.

Show your completed tables to the teacher when you are ready. Your teacher will then ask you to prove that you understand this concept on your decimals learning journey.


• Practise our problem solving skills with decimals numbers

Success Criteria: • I can identify the process to solving a worded decimal problem and design a solution and

find a correct answer. Solve these worded problems. Remember to show all working out in your books:

1) Jeremy and Jack had a standing jump competition. Jeremy jumps 1.3m and Jack jumps 1.62cm. What was the difference in centimetres between Jeremy and Jack’s jumps?

2) A snail is crawling up the path at night. Between 9:00pm and midnight it crawls 63cms.

Between midnight and 3am is crawls 22cms. Between 3am and 7am it crawls 12cms. How far in meters did the snail travel during the night?

3) Sarah buys a burger for $3.85. She pays with a $5 note. How much change does she receive?

4) Bob is at a circular 400m athletics track. He runs 3 and a half laps before he stops. How many kilometres did he run?

5) Kate is building a picture frame for a large square painting. One side of the painting is 66cm long. How many meters of wood does she have to buy to make her frame?

6) Max is building a small skate ramp. He has a length of wood that is 2 meters long. He removes 40cms. How long is his piece of wood now?

7) Luke has a $5 note. He buys 1 bag of apples which costs $2.50. He then uses the change to buy 4 donuts at 30 cents each. How much money does Luke have left over?

8) Mr S drives from Chadstone to Dingley each school day. The trip is 12.3km in one direction. How many kms does Mr S drive to get to school and back over one week?

9) Carlo launches his boat with his daughter Diana from Mordialloc. They cruise along the bay to frankston which is 8.35 kms. Then they turn around and head back to Mordialloc. How far did they travel?

10) Mark Webber is qualifying for the Australian Gran Prix. He completes a circuit of Albert Park in 1 minute, 31 seconds, and 32 hundredths of a second. His team mate, Sebastian Vetel, records a time of 91.032 seconds. Who had the fastest time, and how much faster was their time?

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