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In this activity, students work alone to order a set of fractions or decimals from smallest to largest, then collaborate with a partner to create new cards that fit between the ordered pairs. They must explain their reasoning and position the cards on a number line. The activity concludes with a plenary session using mini-whiteboards.
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Where are you on the learning journey? Where do you want to get to?
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.
Take it in turns to explain your answer to the person next to you. How did you decide which order to put them into?
Answers 0.04 0.125 0.25 0.375 0.4 0.75 0.8
Reflection How confident were you with the starter activity? Your confidence level will help you to decide which task is appropriate for you.
Colour in the arrow, up to the statement which best describes your current understanding.
Where are you on the learning journey? Where do you want to get to?
Task One Task Two Make new cards that fit between the pairs of cards that you have put in order. 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 position your cards on the number line.
Card set A Card set B
Card Set C - Decimals Card Set D - Fractions
Card set E Card set F
For a fraction to be a terminating decimal it must …………………………………………………………………………………..
Plenary • Mini white boards ready…..
Show me…………. a number between 0.5 and 0.6
Show me…………. a number between 0.5 and 0.51
Show me…………. a fraction between 1/8 and 1/4
Show me…………. a fraction between 2/5 and 3/5
Show me…………. a fraction between 1/3 and 2/7
Show me…………. a decimal equal to 1/5
Show me…………. a decimal equal to 2/5
Show me…………. a decimal equal to 3/5
Show me…………. a decimal equal to 4/5
Show me…………. a decimal equal to 5/5