1. Where are you on the learning journey? Where do you want to get to?
Level 2 3 4 5 6
7/8
Number Line
I can order numbers to 100 using terms such as greater, less than and in between.
I understand simple decimal notation.
I can order decimals to two or three places.
I can match terminating decimals to fractions.
I can work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or and 3/8)
I can recognise which fractions are terminating decimals and which are recurring and give reasons why.

2. LO To order fractions and decimals. RAG
Key Words: Numerator, Denominator, Equivalent
15-Apr-17
Starter Activity
Choose either the set of fractions or decimals and order them from smallest to largest. For this part of the lesson you must work alone without any help.
Learners will have met these concepts before. Many, however, may still have misconceptions and difficulties. Typically, these include:
confusing decimal and fraction notation (e.g.1/4 is confused with1.4 or 0.4);
believing that the magnitude of a decimal depends on the number of digits it contains (e.g > 0.8 because 62 > 8, or 0.4 < 0.32 because 0.4 is in tenths and 0.32 is in hundredths);
ignoring numerators when comparing fractions (e.g. ¼ > 3/5 because quarters are greater than fifths).
During the session, learners will confront and discuss such misconceptions. Also, many learners associate fractions with part/whole areas and decimals with number lines. This activity aims to build a more connected understanding of all these ideas. 2

3. Take it in turns to explain your answer to the person next to you.
How did you decide which order to put them into?

4. Answers 4

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

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. Where are you on the learning journey? Where do you want to get to?
Level 2 3 4 5 6
7/8
Number Line
I can order numbers to 100 using terms such as greater, less than and in between.
I understand simple decimal notation.
I can order decimals to two or three places.
I can match terminating decimals to fractions.
I can work interchangeably with terminating decimals and their corresponding fractions.
I can recognise which fractions are terminating decimals and which are recurring and give reasons why.
What task should I work on?
Match card set H to card set I
Match card set A to card set E
Match card sets A, E and F and order from smallest to biggest.
Match card sets A, B, C & D and order from smallest to biggest.
Match card sets A and B and order from smallest to biggest. Make new cards that fit in between the cards you have ordered.
Look at card set G. Sort them into terminating decimals and recurring decimals. Explain which ones terminate and why.

8. Task One Task Two You are going to work in pairs or threes.
You should work with someone who had different answers from you, or used a different method, for the starter activity.
Take it in turns to match pairs of cards. You must explain why you think they make a pair to your partner.
You should then order your cards from smallest to largest.
Task Two
As you go round the room, listen to pupils’ explanations. Note down any obvious misconceptions that emerge for whole group discussion at the end of the session. Encourage learners to explain carefully why pairs of cards match each other.
Make new cards that fit between the pairs of cards that you have put in order. 8

9. Card Set A - Decimals
Card Set B - Fractions

10. Card Set C - Areas
Card Set D - Scales

11. Card sets E
Card sets F
If you see learners in difficult give them card sets E and F, these have areas and scales divided into tenths and hundredths. 11

12. Card set G
My own fraction

13. Fractions which are terminating decimals
Fractions which are recurring decimals
For a fraction to be a terminating decimal it must …………………………………………………………………………………..

14. Card set H
Card set I 74 3 12 91 35 22 87 58
Is less than 80 and more than 70
Is between 90 and 100
Is less than 20 and more than 5
Is less than 10 and more than 1
Is between 20 and 30
Is less than 50 and more than 30
Is more than 50 and less than 60
Is…….

15. Plenary Mini white boards ready…..
Hold a whole group discussion about what has been learned, drawing out common misconceptions and discussing them explicitly. Follow up with questions using mini-whiteboards. Choose questions carefully, so that they range in difficulty. Target them at individuals at an appropriately challenging level.

16. Show me………….
a number between 0.5 and 0.6

17. Show me………….
a number between 0.5 and 0.51

18. Show me………….
a fraction between 1/8 and 1/4

19. Show me………….
a fraction between 2/5 and 3/5

20. Show me………….
a fraction between 1/3 and 2/7

21. Show me………….
a decimal equal to 1/5

22. Show me………….
a decimal equal to 2/5

23. Show me………….
a decimal equal to 3/5

24. Show me………….
a decimal equal to 4/5

25. Show me………….
a decimal equal to 5/5