One Tenth

Content Name

One Tenth

Content Type

Partner Content

Description

Papa Titioning is a lumberjack and in this video we use his logs to develop deep understanding of decimal place value within tenths, hundredths and thousandths.

Curricula

• Country

  England

  Key Stage:

  Key Stage 2

  Years:

  Year 6, Year 5

  Subjects:

  • Mathematics

  Topics:

  • Number - Fractions (including decimals and percentages)
  • Number - fractions (including decimals and percentages)

  Programmes of Study:

  • identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places
  • recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

• Country

  Northern Ireland

  Key Stage:

  Key Stage 2

  Years:

  P6, P7

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Number

  Programmes of Study:

  • Acquire an understanding of place value to include up to two decimal places and use this developing understanding to multiply and divide numbers by 10, 100.

• Country

  Scotland

  Level:

  Second

  Years:

  P6, P7

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods.
  • I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value.

• Country

  Wales

  Step:

  PS 3

  Years:

  Year 5, Year 6

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • The number system is used to represent and compare relationships between numbers and quantities.

  Programmes of Study:

  • I can use a range of representations to extend my understanding of the number system to include negative values, decimals and fractions. I can accurately place integers, decimals and fractional quantities on a number line. I can apply my understanding of number value to round and approximate appropriately.
  • I can demonstrate my understanding that non-integer quantities can be represented using fractions (including fractions greater than 1), decimals and percentages. I can use my knowledge of equivalence to compare the size of simple fractions, decimals and percentages and I can convert between representations.

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