Date: Week 4 Day 5

Context: Mixed Ability Groups (High, Average, Low)

Session: Omega Term 2017/2018

Teacher: Ms. Opeoluwa Akindeyi

Class: Year Three

Class Size: 25

Subject: Numeracy

Topic: Decimal Numbers

Sub-topic: Comparing Decimal Numbers

Relevance: We use decimals every day, while dealing with money, weight, length etc.
Decimal numbers are used in situations where more precision is required, than the whole
numbers can provide. For example, when we calculate our weight on the weighing machine,
we do not always find the weight equal to a whole number on the scale. In order to know
our exact weight we must understand what the decimal value on the scale means.

Objectives (WALT):
 Compare decimal numbers using their place value.
 Understand the importance of a place holder.
 Count in steps of 0.1 and 0.01
Outcomes (WILF): The children should be enabled to:
 Compare decimal numbers using <,> or =.
 Count in steps of 0.1 and 0.01.
 Count in steps of 0.01 from 8.85 to 9.15 and back again.

Key Words: precision, accurate, tenth, hundredth, thousandth, decimal point, whole,
fraction, place holder, greater than, less than, ascending, descending…

Resources
Online activities:
o Bitesize decimals section: play, quiz
o Learning Zone Broadband Class Clips:
o Mr Numbervator - stickers with decimal points

Worksheets:
o Decimals worksheet (PDF 91KB)
Other resources:
o Decimal number cards (0.3, 0.03, 0.292, 0.032, 0.03, 0.2)
o Interactive whiteboard

Reflection: Please comment on aspects of the lesson for improvement

Differentiation: By questioning and tasks

Main activity – Worksheets

Extension – Worksheets

Expansion: Ask the children to work through the Bitesize fractions quiz or complete the
Decimals worksheet

Focus Group: Worksheets

SEN:
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G & T:
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Cross Curricular Link: Students will connect fractions and decimals to real-life situations.
When measuring with scale. In the use of currencies of countries

Theme Link:

LESSON ACTIVITIES
DURATION ACTIVITY ASSESSMENT/
WORKING
MODE
05 minutes Starter Whole class

 Pupils play the game “Decimal Line Up!”

05 minutes Connect Whole class

Then teacher says, “I need 5 well seated and well behaved pupils to
come and place these decimal numbers correctly on the number
line.” Find the link below;
 https://www.mathspad.co.uk/interactives/orderingDecimals2/
orderingDecimals2.php
 Activate Whole class
15 minutes  Pupils watch the video and mention the steps to follow in comparing
decimals numbers. https://www.youtube.com/watch?
v=68TBZRfaKnA
Whiteboard Activity :
 Which is more 1.2 or 2.1? What whole number lies between?
Confirm by placing both a on a 0 to 10 number line. Write □.□ > □.□
on the board. Roll a 0 to 9 dice four times to create digits. Ask chn
where to write each digit to make the 1st number bigger than the
2nd. Did it work? If not, where should we have written each digit?
Repeat. Then repeat for □.□ < □.□. Mark the 2 numbers on a 0 to 10
line and ask chn to agree in pairs a whole number between the two.
Mark some of their numbers on the line to check. Repeat.

GUIDED PRACTISE:
Sketch a line from 0 to 10 on the f/c, labelling each whole number.
Can you think of a number between 2 and 3? If so, write it on your
w/b, try to make it different to anyone else’s. Ask chn to put their
w/bs in order. Ask chn to use their knowledge of placing single-digit
numbers between 0 and 1 to place each decimal on the line. Mark
on 2.5 to help. This is ½ way between 2 and 3. Remind chn that this
can also be written 2½.
Repeat for numbers between 7 and 8, 0 and 1, 3 and 4 etc.

Key questions: Teacher display the page

 Amy says that 0.42 is bigger than 0.7 because 42 is bigger than 7. Is
she right?
 Amy says that 0.356 is bigger than 0.72 because bigger numbers
have more digits. Is she right?
TEACHER TALK (Summary)
Teacher reiterates steps to follow in ensuring that they avoid mixing
up decimal place values whenever they are comparing decimal
numbers.
30 minutes Demonstrate Individual Work
LA: Worksheet
MA: Worksheet
HA: Worksheet
5 minutes Consolidate Whole class
Draft a 0-10 line, with each whole labelled. Shuffle a pack of 1-9 digit
cards and take 2 cards. What’s the greatest number we could make with
these digits with 1 decimal place? And the smallest? Now think of a
number in between using any digits. Mark the 3 numbers on 0-10 line.
Repeat, including the 0 card.

OR
Play the purple mash game on comparing decimals

https://www.purplemash.com/#app/pup/maths_activities_Y4_compare_decimals