 To be able to count on or back in steps of 0.1; 0.2; 0.3…..

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To be able to count on or back in steps of 0.1; 0.2; 0.3…..
L.O.1 To be able to count on or back in steps of 0.1; 0.2; 0.3….. To be able to use known facts and place value to multiply mentally.

We are going to count in steps of 0.6

What is 0.6 x 5 ? 0.6 x 9 ? 0.6 x 7 ? 0.6 x 4 ?

We are going to count in steps of 0.7

What is 0.7 x 7 ? 0.7 x 3 ? 0.7 x 5 ? 0.7 x 4 ?

We are going to count in steps of 0.8

What is 0.8 x 4 ? 0.8 x 9 ? 0.8 x 6 ? 0.8 x 7 ?

We are going to count in steps of 0.9

What is 0.9 x 6 ? 0.9 x 9 ? 0.9 x 3 ? 0.9 x 5 ?

L.O.2 To be able to extend written methods to multiplication of U.t x U To be able to approximate first.

Q. How would you calculate 57 x 6? Q. How would you calculate 5.7 x 6?

Look: X If you find it hard to calculate 0.7 x 6 try counting on in 0.7s and see if your answer is one tenth of 7x6.

Complete the worksheet. Work in pairs.
5 minutes

Here is a problem: If 26 children each have a ruler measuring 30cm. and they are arranged end to end to form a line, how long would the line of rulers be? With a partner think about how you would do this.

We would need to do the calculation 30cm x 26.
We can write this as 0.3m. x 26 ! These numbers allow the calculation to be done mentally i.e 3 x 26 and make it 10 times bigger for 30cm cm 3 x 26 and make it 10 times smaller for m.

Try doing the problem if the rulers each measure 32 cm.
Half of you are to work in cm. & the other half in metres. Remember to approximate first. Q. Will the answers be the same?

6.3 x 7 = 42.21 Q. Is the answer correct? Has anything gone wrong?
Why?

Q. How would you work out the answer ?
6.5 x 4 Q. How would you work out the answer ? Is there an easier way? Mentally. the 0.5

Multiply a simple decimal with one decimal place by a single digit.
By the end of the lesson the children should be able to: Approximate first; Multiply a simple decimal with one decimal place by a single digit.

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