In Summer 1, we will focus on 4 key areas, in line with the national curriculum:
- Division (long division)
The curriculum states that pupils should be taught how to:
- divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context;
- divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.
Decimals and Percentages:
- associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 8 3 ];
- identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places;
- multiply one-digit numbers with up to two decimal places by whole numbers;
- use written division methods in cases where the answer has up to two decimal places;
- solve problems which require answers to be rounded to specified degrees of accuracy;
- recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
- use simple formulae;
- generate and describe linear number sequences;
- express missing number problems algebraically;
- find pairs of numbers that satisfy an equation with two unknowns;
- enumerate possibilities of combinations of two variables.
W.B. 10th May
This week is all about decimals and fractions. So far, we have looked at equivalence between fractions and decimals, simplified fractions to the smallest form, made links with representations and even started to problem solve and reason with worded problems!
To help with our conversion, we have been using the bus stop method if the fraction isn't straightforward. To help understand our method, you can watch the following link: Conversion