1. Converting between fractions, decimals and percentages.
Where are you on the learning journey?
Where do you want to get to?
Level 3 4 5 6 7
Converting between fractions, decimals and percentages.
I can position decimal numbers (written in figures or words) on a number line.
I can convert a decimal number into a percentage.
I can match a percentage to a shaded diagram and a fraction.
I can position fractions, decimals and percentages on a number line.
I can convert any decimal to a fraction, including recurring decimals.

2. Explain your answer each time using the lines underneath.
LO To convert between fractions, decimals and percentages.
RAG
Key Words: Numerator, Denominator, Equivalent
11-Jan-19
Starter Activity
For each question put a tick in the box to show which number is largest.
Explain your answer each time using the lines underneath. 2

3. Starter Activity
For each question put a tick in the box to show which number is largest.
Explain your answer each time using the lines underneath, try to use the symbols <, >, or = when explaining your answer.

4. Reflection How confident were you with the starter activity?
Your confidence level will help you to decide which task is appropriate for you.

5. I’m so confident - I could explain this to someone else!
Colour in the arrow, up to the statement which best describes your current understanding.
I’m so confident - I could explain this to someone else!
I can get to the right answer but I don’t understand well enough to explain it yet.
I understand some of this but I don’t understand all of it yet.
I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.
I do not understand any of this yet. There are things I could do to be a better learner next lesson.
Print this slide and the next three slides, four slides to a page. Give an understanding arrow to each pupil.

6. Colour in the arrow, up to the statement which best describes your current understanding.
I’m so confident - I could explain this to someone else!
I can get to the right answer but I don’t understand well enough to explain it yet.
I understand some of this but I don’t understand all of it yet.
I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.
I do not understand any of this yet. There are things I could do to be a better learner next lesson.

7. Colour in the arrow, up to the statement which best describes your current understanding.
I’m so confident - I could explain this to someone else!
I can get to the right answer but I don’t understand well enough to explain it yet.
I understand some of this but I don’t understand all of it yet.
I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.
I do not understand any of this yet. There are things I could do to be a better learner next lesson.

8. Colour in the arrow, up to the statement which best describes your current understanding.
I’m so confident - I could explain this to someone else!
I can get to the right answer but I don’t understand well enough to explain it yet.
I understand some of this but I don’t understand all of it yet.
I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.
I do not understand any of this yet. There are things I could do to be a better learner next lesson.

9. Where are you on the learning journey? Where do you want to get to?
Level 3 4 5 6 7
Converting between fractions, decimals and percentages.
I can position decimal numbers (written in figures or words) on a number line.
I can convert a decimal number into a percentage.
I can match a percentage to a shaded diagram and a fraction.
I can position fractions, decimals and percentages on a number line.
I can convert any decimal to a fraction, including recurring decimals.
What task should I work on?
Task A
Task B
Task C
Task D

10. Task A

11. Task B
Take turns to:
Fill in the missing decimals and percentages on card set A.
2. Place each card where you think it goes on the number line.
3. Explain your thinking.
4. The other members of your group must check and challenge your explanation if they disagree.
5. Continue until you have placed all the cards in order.
6. Check that you all agree about the order. Move any cards you need to, until everyone in the group is happy with the order.

13. Task C
Take turns to:
Match each area card to a decimals/percentages card.
2. Create a new card or fill in spaces on cards until all the cards have a match.
3. Explain your thinking to your group. The other members of your group must check and challenge your explanation if they disagree.
4. Place your cards in order, from smallest on the left to largest on the right. Check that you all agree about the order. Move any cards you need to, until you are all happy with the order.

15. Task D
Take turns to:
Match the fraction and scale cards to your previously matched cards.
2. Create a new card or fill in spaces on cards until all the cards have a match.
3. Explain your thinking to your group. The other members of your group must check and challenge your explanation if they disagree.
4. Check that you still agree with the position of the cards on the number line. Move any cards you need to, until you are all happy with the order.

18. Making Posters - Instructions
You have been given a piece of poster paper and a glue stick.
Glue your cards down in the agreed order.
On your poster you need to justify your matches.
If you changed your mind about the placement of a card(s)during the activity include details of this on your poster as well.

19. Task E
Print this slide and the next slide two slides to a page.

20. Change each of these decimals into fraction.
Show your method clearly next to each question.
Print this slide and the previous slide two slides to a page.