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Transforming lives through learning Scottish Survey of Literacy & Numeracy Support Material Produced by Education Scotland Transforming lives through learning

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The move from answers such as 3 r 2 to 3.5 is a key milestone in progression. Changing the remainder to a fraction and finally a decimal fraction is a clear progression pathway. This process is challenging and different approaches should be investigated that promote pupil understanding. Multiplication / Division by 4 & 8 with decimal answers Second Level

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Transforming lives through learning When number processes are carried out, checking the answer using reverse processes should be automatic. If 27 is divided by 4, giving an answer of 6 r 3 or a more sophisticated answer of 6.75, checking that (6 x 4) + 3 or (6.75 x 4) takes us back to 27, should become automatic classroom practice.

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Transforming lives through learning The understanding that zeros can be added to a number such as 3 and the 3 is promoted up the powers of ten to give 30,300,3000,etc is developed in other sections of work, and should be re-visited. The progression milestone that when the zeros are added after the decimal point, the value of the number stays the same, is far more challenging. Using price tags, such as £3 and £3.00, introduces familiar contexts and aids understanding.

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Transforming lives through learning As so many everyday contexts are based on the decimal system, practical approaches should always be encouraged. £3 shared equally among 4 would be ideal to investigate the answer of 0.75 This could be extended to 8 litres of water shared equally among 7 containers. Remember to tie in the practical with 8 divided by 7 on the calculator.

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Transforming lives through learning Dividing by 2,4 and 8 through repeated halving is an excellent approach to arriving at answers with decimals. Dividing by 10 and then doubling the answer to divide by 5 is also a key step on the progression pathway. This may suggest that division by 3,6,7 and 9 could be investigated as a group, when division leads to a decimal answer.

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Transforming lives through learning The most sophisticated step on the progression pathway is knowing how many zeros are needed to arrive at a suitable answer. If asked to divide 3 by 2 or 4 or 5 etc, should 3 become 3.0, 3.00, 3.000? Remember how effective a calculator could prove here.

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