CAMBRIDGE PRIMARY MATHEMATICS 6: TEACHER’S RESOURCE

Additional teaching
ideas
1.1 Place value
Starter idea
Multiplication by 10, 100 and 1000 (5–10 minutes)
Resources: A display copy of Resource sheet 1A, large 1–6 dice.
Description: Divide the class into two teams. Team members take it in turns to roll the dice and decide whether
to multiply or divide the number by 1, 10, 100 or 1000 to make a number on the grid. That number is then
shaded in the team colour. The winning team is the first team to make a line of four horizontally, vertically
or diagonally.
This activity is good for developing mental skills.

Main teaching ideas

The decimal system (20–30 minutes)
Learning intention: Compose, decompose and regroup numbers including decimals (tenths, hundredths
and thousandths).
Resources: Resource sheet 1B, Resource sheet 1C.
Description: Display a place value chart, shading the digits of the number 0.456:

1000• 2000• 3000• 4000• 5000• 6000• 7000• 8000• 9000•

100• 200• 300• 400• 500• 600• 700• 800• 900•
10• 20• 30• 40• 50• 60• 70• 80• 90•
1• 2• 3• 4• 5• 6• 7• 8• 9•
0•1 •2 •3 •4 •5 •6 •7 •8 •9
0•01 •02 •03 •04 •05 •06 •07 •08 •09
0•001 •002 •003 •004 •005 •006 •007 •008 •009

Ask:
• What is this number?

Answer: zero point four five six

• Write it down.

Answer: 0.456

• What is the value of the 4?

Answer: four tenths

1 Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 6: TEACHER’S RESOURCE

• What is the value of the 6? Work through a few questions with learners.
For example:
Answer: six thousandths • Which digit is in the hundredths place in the
number 67.432?
Establish that there are many ways of saying/writing
the number: Answer: 3
• zero point four five six
• four tenths, five hundredths and six thousandths • Which digit is in the thousandths place in the
number −3.584?
• four hundred and fifty-six thousandths
• 0.4 + 0.05 + 0.006 Answer: 4
4 5 6
• + + 6 5 2
10 100 1000 • What number is equivalent to 3 + + + ?
10 100 1000
456
•
1000 Answer: 3.652
Repeat for other numbers, including negative
numbers; for example, −5.67 = −5 − 0.6 − 0.07. • What number is equivalent to 3 + 0.04 + 0.005?
Remind learners that they composed, decomposed
and regrouped numbers with up to 2 decimal places Answer: 3.045
in Stage 5 and explain that now they will work with
numbers with up to 3 decimal places. • How can you regroup the number 46.857?
Display the grids below. Explain that place value
Answer: Many ways including:
grids can be labelled in a number of different
40 + 6 + 0.8 + 0.04 + 0.017 (regrouping the hundredths)
ways. The first grid shows 3.058 decomposed into
and 30 + 16 + 0.8 + 0.05 + 0.007 (regrouping the tens)
fractional values and the second grid shows 3.058
decomposed into decimal values.
Ask learners to work in pairs on Resource sheet 1C.
In 3.058, the 8 has a Learners can now answer questions 4–6 in
value of 8 thousandths Exercise 1.1 in the Learner’s Book.
1 1 1 Differentiation ideas: Support less confident learners
1 10
s 100
s 1000
s
by providing place value grids for them to record
their answers. You could sit with these learners while
3 0 5 8 they are doing the activity in order to prompt them.
Challenge more confident learners to make more sets
5 8 of three cards for the place value match activity.
3.058 = 3 + 100
+ 1000

Multiplying and dividing by 10, 100 and

1000 (20–30 minutes)
1 0.1 0.01 0.001
Learning intention: Use knowledge of place value to
3 0 5 8
multiply and divide whole numbers and decimals by
10, 100 and 1000.
Resources: Resource sheet 1D.
3.058 = 3 + 0.05 + 0.008
Description: Ask learners to work with a partner to
When we work in the opposite direction, we fill in as many boxes as they can in the table for the
compose numbers. function machine.
Remind learners that it is sometimes necessary to
regroup numbers to help with calculations as we
will see in Unit 4 Addition and subtraction (1). For input output
× 1000
example, 0.456 can be regrouped as:
• 0.3 + 0.15 + 0.006 (regrouping the tenths)
• 0.4 + 0.04 + 0.016 (regrouping the hundredths).

2 Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 6: TEACHER’S RESOURCE

In Out Ask further questions to check learners understand

and then ask them to play the game on Resource
3489 sheet 1D. This is a game for pairs of learners to revise
9000 multiplication and division by 10, 100 and 1000.
67.85
Answer: If a calculation gives an answer with more
8640
than 3 decimal places, it does not appear on the grid.
1.876
187 Now ask learners to complete Exercise 1.1 in the
Learner’s Book.
Review the work done. Remind learners that they
multiplied and divided whole numbers by 10, 100 Differentiation ideas: Many learners will be able to
and 1000 in Stage 5 and explain that the method for multiply and divide without using a place value grid
multiplying and dividing decimals is exactly the same. each time, but allow less confident learners to use one
if necessary. Challenge confident learners to apply
Complete the boxes in the second column first as their knowledge of multiplication and division to find
they show the result of multiplying by 1000. Show answers to all the possible calculations in the game of
the method using a place value table. For example, ‘Three in a row’.
67.85 × 1000 = 67 850:
Plenary idea
10 000 1000 100 10 1 0.1 0.01
True or false? (5–10 minutes)
6 7 8 5
Resources: Resource sheet 1E, calculators.
6 7 8 5 0 Description: The activity can be used as a whole class
activity or as a paired activity.
Explain to learners that if they know the ‘out’ If used as a whole class activity, take cards one at a
number, they need to use the inverse operation and time and ask whether the statement is true or false.
divide by 1000 to find the ‘in’ number. For example, • If the statement is true, the learner should
8640 ÷ 1000 = 8.640 or 8.64: explain how they know.
• If the statement is false, the learner should give
1000 100 10 1 0.1 0.01 0.001
the correct answer.
8 6 4 0 If played in pairs, learners take it in turns to ask the
question. The other learner gives their answer and
8 6 4 0
they can then use a calculator to check and award
1 point for a correct solution. The winner is the
Complete the table: player with the most points when all the cards have
been used.
Answer:
Assessment ideas: This activity enables you to
In Out assess learners’ ability to work mathematically. They
will show they are critiquing when they identify the
3489 3 489 000
incorrect calculations and say why they are incorrect.
9 9000 They will show they are improving when they give a
67.85 67 850 correct answer to the calculation.
8.64 8640
1.876 1876
0.187 187

3 Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 6: TEACHER’S RESOURCE

Additional teaching
ideas
1.2 Rounding decimal numbers
Starter idea • 4.45

Round to the nearest tenth (10 minutes) Answer: 4.5

Resources: 0–9 dice or spinners.
Description: Each learner will need to draw a • 5.55
record sheet:
Answer: 5.6

• 6.01
0 1 2 3 4 5 6 7 8 9
Answer: 6.0

Roll the dice three times to produce three digits. Each
learner uses these three digits to make a number with
2 decimal places (ones, tenths and hundredths). They
round the number to the nearest tenth and write it
above the corresponding box on the grid.
For example, if 2, 0 and 6 are rolled, the learner
could make 6.02 which rounds to 6.0 so they write
the number above the first box:
6.02
0 zero in the tenths column to show there are no tenths.
The winner is the first learner to write one number
above each of the boxes.
Main teaching ideas
Rounding a number with two decimal
places to the nearest tenth (20 minutes)
Learning intention: Round numbers with 2 decimal
places to the nearest tenth.
Resources: 0–9 dice or spinners.
Description: Write five numbers with 2 decimal places
on the board and ask learners to use their knowledge
of rounding to round each of the numbers to the
nearest tenth (1 decimal place).
• 7.89
Answer: 7.9
• 3.49
Answer: 3.5
Review answers. You may need to focus on rounding
6.01 to 1 decimal place. It is necessary to include the
Giving an answer of 6 is not correct as the number
has been rounded to the nearest whole number and
not the nearest tenth.
Learners can practise these skills by playing the game
‘Rounding decimals’ in pairs.
Rounding decimals (a game for 2 players)
Each player needs to draw five copies of this grid:
The players take it in turns to roll a 0–9 dice or spin a
0–9 spinner and write the number in one of the boxes
on their first grid. Repeat another three times to give
a number with 2 decimal places. Each player rounds
their number to 1 decimal place. The person with the
higher number wins the round and scores 1 point.
Play four more rounds. After five rounds, the player
with the most points wins.

1 Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 6: TEACHER’S RESOURCE

Ask learners to work in pairs on this problem: You can challenge more confident learners to work
Jodi is thinking of a number with 2 decimal places. in pairs to produce questions, with answers, for other
learners to try.
When she rounds it to the nearest tenth her answer
is 2.8. Using decimals to solve problems
What numbers could Jodi be thinking of ? (20–30 minutes)
What is the smallest number she could be Learning intention: Solve problems, including real-life
thinking of ? problems, related to decimals.
What is the largest number she could be thinking of ? Resources: Resource sheet 1F.
Allow thinking time, then discuss the results with Description: Ask learners to give some examples of
the class, focusing on a diagram that shows the metric units and their conversions. Work with them
results visually. to write a list including:
Length: 10 mm = 1 cm, 100 cm = 1 m, 1000 m = 1 km
2.8
rounds up to 2.8 rounds down to 2.8 Mass: 1000 mg = 1 g, 1000 g = 1 kg
Capacity: 1000 ml = 1 litre
2.74 2.75 2.76 2.77 2.78 2.79 2.80 2.81 2.82 2.83 2.84 2.85
Display the following tables, showing qualifying
2.74 rounds 2.85 rounds
times for the 2020 Olympics.
down to 2.7 up to 2.9
Ask learners to round each measure to the nearest
whole number and the nearest tenth.
Answer:
Track
Jodi could start with 2.75, 2.76, 2.77, 2.78, 2.79, 2.80,
2.81, 2.82, 2.83, 2.84
Smallest number: 2.75 Men Event Women
Largest number: 2.84 10.05 s 100 m 11.15 s
20.24 s 200 m 22.80 s
Ask similar examples such as:
44.90 s 400 m 51.35 s
• Find a number with 2 decimal places that rounds
to 5.5. Field

Answer: 5.45, 5.46, 5.47, 5.48, 5.49, 5.50, 5.51, 5.52, Men Event Women
5.53, 5.54
2.33 m High jump 1.96 m
• Find a number with 2 decimal places that rounds 8.22 m Long jump 6.82 m
to 20.1.
Answers:
Answer: 20.05, 20.06, 20.07, 20.08, 20.09, 20.10,
Track
20.11, 20.12, 20.13, 20.14
Men Event Women
This activity is good for showing learners that the
start number can be more than or less than the 10; 10.1 100 m 11; 11.2
rounded number. 20; 20.2 200 m 23; 22.8
Ask learners to complete questions 4–6 in 45; 44.9 400 m 51; 51.4
Exercise 1.2 in the Learner’s Book.
Differentiation ideas: You can support less confident Field
learners by providing blank number lines.
Men Event Women
rounds rounds 2; 2.3 High jump 2; 2.0
up to down to
8; 8.2 Long jump 7; 6.8

2 Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 6: TEACHER’S RESOURCE
Review the answers, making sure you emphasise the
following points:
• In the women’s 200 m, 22.80 is 22.8 rounded
to 1 decimal place. (The zero in the hundredths
must be removed so there is only 1 decimal place.)
• In the women’s high jump, 1.96 to the nearest
whole number is 2 and to the nearest tenth is
2.0. (The zero in the tenths must be included,
otherwise the number has been rounded to the
nearest whole number.)
Ask learners to work in pairs on the following
problem.
The prices of five books are:
$2.45, $4.99, $7.25, $5.25 and $4.20.
Pierre has $25.
He makes an estimate to see if he is likely to have
enough money to pay for all the books.
Show how Pierre could do this.
Ask for a volunteer to demonstrate their method.
Discuss how Pierre could round the values.
Answer:
He could round to the nearest tenth of a dollar or the
nearest dollar which would be easier to do.
Result: He rounds $2.45 to $2, $4.99 to $5, $7.25 to
$7, $5.25 to $5 and $4.20 to $4
2 + 5 + 7 + 5 + 4 = 23 so Pierre is likely to have
enough money.
Remind learners that Pierre could be certain he has
enough money if he rounds each amount up to the
nearest dollar.
Give learners a copy of Resource sheet 1F, and ask
them to work in pairs to answer the questions. While
learners are working, select one pair to present their
findings to one question to the rest of the class in
the plenary.
3 Cambridge Primary Mathematics 6 – Wood, Low, Byrd & Byrd © Cambridge University Press 2021
Answers: (to Resource sheet 1F)
1 5.9 m
2 14.65 seconds
3 1.5 km
4 5 metres
5 $200, $199.9, $0.1 or 10 cents
Ask learners to complete Exercise 1.2 in the
Learner’s Book.
Differentiation ideas: Support learners by pairing
less confident learners with a more confident learner
who is willing to help them. Alternatively, you could
put them into a small group and work with them
on the resource sheet. Ask more confident learners
to write some measures problems to challenge
their partners. They may wish to use real data from
the internet.
Plenary idea
Quiz using questions to probe
understanding (10 minutes)
Resources: Questions prepared in advance.
Description: Arrange the class in teams for a quiz and
ask questions, for example:
Say a number between zero and 0.1.
Say a number between zero and 0.01.
Give me a number which lies between 5.15 and 5.18.
Put these numbers in order, starting with the smallest:
5.1   5.05   0.55   0.5   0.15
Give me a number with 2 decimal places that
rounds to 5.
Assessment ideas: Designate particular questions to
learners that you need more information on.