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Numbers and The Number System
Multiply
and divide decimals mentally by 10 or 100, and integers by 1000,
and explain the effect.
(For more on place value with decimals, see page 29.) (p.7) |
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| Use
the vocabulary of estimation and approximation. Consolidate rounding
an integer to the nearest 10, 100 or 1000. (For rounding decimals,
see page 31.) (p.11,13) |
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| Find
the difference between a positive and a negative integer, or two
negative integers, in a context such as temperature or the number
line, and order a set of positive and negative integers. (p.15) |
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| Recognise
and extend number sequences, such as the sequence of square numbers,
or the sequence of triangular numbers 1, 3, 6, 10, 15Count on
in steps of 0.1, 0.2, 0.25, 0.5, and then back. (p.17) |
| Use
to generate desired number. Use negative increment for counting
back |
Primary
Resources
'Counting Stick' |
| Use
to generate sequences, children predict continuation of
sequence |
Turquoise
Box
'Counter' |
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| Make
general statements about odd or even numbers, including the outcome
of products. (p.19) |
Activity
allowing practice of recognition of chosen multiples. Short starter
or short individual practice |
Grid
Club
'Alien Tables' |
| Recognise
multiples up to 10 × 10. Know and apply simple tests of
divisibility. Find simple common multiples. (p.19) |
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| Recognise
squares of numbers to at least 12 × 12. (p.21) |
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Recognise
prime numbers to at least 20.Factorise numbers to 100 into prime
factors. (p.21)
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Interactive
number square. Highlight numbers, change start number, change
number of columns, show multiples and primes. VERY versatile.
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Standards/numeracy
'NumberGrid' |
Change
a fraction such as 33/8 to the equivalent mixed number 41/8, and
vice versa.
Recognise relationships between fractions: for example, that 1/10
is ten times 1/100, and 1/16 is half of 1/8.
Reduce a fraction to its simplest form by cancelling common factors in the numerator and denominator. (p.23) |
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| Order
fractions such as 2/3, 3/4 and 5/6 by converting them to fractions
with a common denominator, and position them on a number line.
(p.23) |
Fraction
version of 'Play Your Cards Right'! |
Primary
Games: 'Hi/Lo Fractions' |
| Use
a fraction as an 'operator' to find fractions, including tenths
and hundredths, of numbers or quantities (e.g. 5/8 of 32, 7/10
of 40, 9/100 of 400 centimetres). (p.25) |
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| Solve
simple problems involving ratio and proportion. (p.27) |
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Use
decimal notation for tenths and hundredths in calculations, and
tenths, hundredths and thousandths when recording measurements.
Know what each digit represents in a number with up to three decimal
places.
Give a decimal fraction lying between two others (e.g. between
3.4 and 3.5).
Order a mixed set of numbers or measurements with up
to three decimal places. (p.29) |
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| Round
a number with two decimal places to the nearest tenth or to the
nearest whole number. (p.31) |
Use
to generate decimal number lines |
Primary
Resources
'Counting Stick' |
| Recognise
the equivalence between the decimal and fraction forms of one
half, one quarter, three quarters, one eighth and tenths, hundredths
and thousandths(e.g. 700/1000 = 70/100 = 7/10 = 0.7).Begin to
convert a fraction to a decimal using division. (p.31) |
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Understand
percentage as the number of parts in every 100. Express simple
fractions such as one half, one quarter, three quarters, one third,
two thirds, and tenths and hundredths, as percentages (e.g. know
that 1/3 = 331/3%).
Find simple percentages of small whole-number quantities
(e.g. find 10% of £500, then 20%, 40% and 80% by doubling).
(p.33) |
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