MATHS:

TERM: 4 WEEK: 5

INTENTION: Students will recognise tenths in decimals, be able to count by tenths, explore and describe number patterns resulting from
adding tenths, be able to add tenths. Use a variety of tools to measure height of students, explain the range of a data set.
VOCABULARY: Decimals, whole, tenths, half, measure
MONDAY 70 Mins
Mental Routine
Introducing the decimal
grid. Asking What do you
notice? Allow for questions
and student explanation of
what it is.
Find the
Find any
number
number
between 0.4 between 4
and 0.5
and 5
What is the
number
halfway
between 6
and 7
What is
double 1.6

Find a
decimal
number
ending in
point 8
Number
greater than
5.2 but
smaller than
5.8
Aspect/Strategy
Hook:
Introduce as a puzzle
Task:
Using the decimals grid, fill
in the puzzle pieces
(Open-ended maths
activities, p.36)
Challenge:
Complete the puzzle pieces
without referring to the grid

TUESDAY 50 Mins

WEDNESDAY 70
mins
Mental Routine
Counting by 0.5s, as high
as possible in 1 minute

THURSDAY 70
Mins
Mental Routine
Counting by 0.5s, as high
as possible in 1 minute

Find the
number 7.4

Find any
decimal
number
between 3
and 5
What is the
Find a
number
decimal
halfway
number
between 3
ending in
and 4
point 9
What is
Number
double 5.5 greater than
4.3 but
smaller than
5.1
Aspect/Strategy
Hook:
Task as puzzle or game

Find the
number
between 8.2
and 8.4

Find any
decimal
number
between 6
and 8
What is the
Find a
number
decimal
halfway
number
between 11
ending in
and 12
point 4
What is
Greater
double 3.7
than double
2 but
smaller than
double 2.5
Aspect/Strategy
Hook:
Tactile understanding

Find the
number 7.6

Find any
decimal
number
between 4
and 6
What is the Find a
number
decimal
halfway
number
between 2
ending in
and 3
point 7
What is
Greater
double 5.2
than double
5 but
smaller than
double 5.5
Aspect/Strategy
Hook:
Tactile understanding

Find the
number
between 6.8
and 7

Task:
Cut a Decimal grid into
several pieces, reconstruct
as a jigsaw

Task:
That two paper strips. Fold
one into ten pieces, cut.
Use these to physically
make the decimal numbers,
foster understanding of
part of a number.

Task:
Make a poster to show
understanding of tenths.
Choose various decimals to
represent, using green
cards for easy decimals,
yellow for medium, and
pink for hard decimals.

Task:
Using information about the
school lunches, work out
what the range was for last
week.

Mental Routine
Counting by 0.5s, as high
as possible in 1 minute

Challenge:
Give to a friend

Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO

Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
Use only a few pieces,
work with a partner.

BiTL Q:
How can you check your
answer?

BiTL Q:
How can you check your
answer?
Assessment:
Grid to demonstrate
understanding of decimal
sequence

Problem Solving
Hook:
Open-ended measuring
activity
Task:
Using conventional and
unconventional tools,
measure the students in
your group and record

Problem Solving
Hook:
Link to warm-up activities
Task:
Using the numbers 1 0 2 7
8 4, what is the largest
number you can make?
Smallest?

Challenge:
Test a friend
Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
Use only a few pieces,
work with a partner.
BiTL Q:
What does this mean?

Problem Solving
Hook
Open-ended measuring
activity
Task:
Create a class list of
heights measured in
centimetres and metres.
Include remeasuring

Challenge:
Can you use paper strips to
represent any number?
Support:
Small group (pair) for AB
and MB, working with
teacher or SSO
Assessment:
Poster to show what
students think is easy,
medium and hard. Poster
to demonstrate
understanding of tenths as
decimals.
Problem Solving
Hook:
Open-ended measuring
activity
Task:
Order the information in the
class list to work out the
range of heights.

FRIDAY 70 Mins
Mental Routine
Counting by 0.5s, as high
as possible in 1 minute

Find any
decimal
number
between 10
and 12
What is the Find a
number
decimal
halfway
number
between 11 ending in
and 12
point 3
What is
Greater
double 4.8
than double
4 but
smaller than
double 4.4
Aspect/Strategy
Hook:
Using school information

Challenge:
What might have affected
the number of orders
placed each day?
Is the range the same for
previous weeks?
Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
BiTL Q:
How might you start?

Problem Solving
Hook:
Using school information
Task:
Using the receipt from the
BBQ, what was the range
of prices? Would this range
change over time?

results
Challenge:
Record in a way that
informs others, can be
replicated.
How could we record the
results in a way that
allows for comparison?
Support:
Adult working with small
group of 2 (AB MB)
Suggesting a tool to begin
first, using questions to find
a way to start.

Challenge:
If you had a decimal, would
your answer change?
Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
BiTL Q:
What if..?

accurately.
Challenge:
How can you use decimals
to record your results?
Support:
Miss A working with small
group.
BiTL Q:
How might you start?

Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO

BiTL Q:
How might you start? What
tools are definitely not
helpful?

Game
Create cards with decimals
on them, as tool to be used
in future warm ups.
(Not used today)
Reflection
How did the measuring go?

Challenge
Explain why decimal
numbers and whole
number give the same
order

BiTL Q:
Ask a friend to show you
what they are trying?
Game
N/A

Reflection
What did you discover?

Game
Using the numbers 1 7 8 7
3 4, what is the largest
number you can make?
Smallest? With a decimal?
Reflection
Share strategies

ASSESSMENT: Improved 5s recording, Anecdotal notes, Game, Work Samples.

Game
Make own decimal cards
for warm ups.

Challenge:
What might have been
priced around the middle
of the range? How can you
work this out?
(Pre assessment for
median/mode)

Support:
Teacher support for large
group.
Small group (pair) for AB
and MB, working with
teacher or SSO
BiTL Q:
How might you start?
Game
Mathletics

Reflection
Reflection
What would you do
How did you get started?
differently?
FEEDBACK: Verbal, Written, Game PMI (self/peer/staff)