Short Blocks

# Maths Year 5/6 Autumn Decimals

Each unit has everything you need to teach a set of related skills and concepts.

## PV in 2- and 3-place decimal numbers(suggested as 3 days)

### Planning and Activities

Day 1
Look at the pattern of digits on a 10s, 1s, 0.1s and 0.01s place value chart. Make numbers with 2 decimal places by ringing and recombining a number in each row. Divide 3-digit numbers by 100.
Further Teaching with Y6
Make numbers with 3 decimal places by ringing and recombining numbers on a 10s, 1s, 0.1s, 0.01s and 0.001s place value chart.
Group Activities: T with Y6
Y5 -- Play a game using the place value grid to reinforce the value of different digits. Other children will ‘Zap’ digits in numbers with 2 decimal places, using a calculator.
Y6 -- Write place value additions, divide by 10 and 100 (numbers/answers with up to 3 decimal places; includes pre-teaching for Day 2). Other children will play I’m thinking of a number with 3dp place value additions/subtractions.

Day 2
Children hold four number cards either side of a large decimal point and move in response to ×/÷10, 100 and 1000 instructions.
Group Activities: T with Y5
Use the in-depth problem-solving investigation ‘Dicey Operations in Line’ from NRICH as today’s group activity.
Or, use these activities:
Y5 -- Use digit cards in place value grids to multiply and divide by 10 and 100 (up to 2 decimal places).
Y6 -- Create inputs and outputs for function machines, or play a reasoning game, to rehearse × 10, ÷ 10, × 100, ÷ 100, × 1000 or ÷ 1000.

Day 3
Use a 0–100 bead bar and 10-part counting stick to teach where numbers with 2 decimal places belong, between adjacent multiples of 1, on the number line.
Further Teaching with Y6
Place numbers with 3 decimal places on landmarked and empty number lines and round to nearest whole, tenth and hundredth.
Group Activities: T with Y6
Y5 -- Play one team against the other to place numbers with 2 decimal places on a line, trying to stop opponents getting numbers in between.
Y6 -- Order numbers with 3 decimal places, place on landmarked lines to check. Some children will also round numbers to the nearest whole and tenth.

### You Will Need

• Place value chart: 10s, 1s, 0.1s and 0.01s (see resources)
• 100s, 10s, 1s, 0.1s and 0.01s Place value grids (see resources, enlarge to A3)
• 100s, 10s, 1s, 0.1s, 0.01s and 0.001s Place value grids (see resources)
• Additional activity sheets (see resources)
• 1–6, 0-9 dice and calculators
• Large number cards (1–7)
• 0–9 digit cards (with extra 0s)
• 100-bead bar and tags and counting stick
• Mini-whiteboards and pens
• Blank cards
• 3–4 and 7–8 number lines with tenths marked drawn lengthways on a piece of flipchart paper

### Short Mental Workouts

Day 1
Place value in 1-place decimal numbers

Day 2

Day 3
Units of time

### Worksheets

Day 1
Y5: Complete place value number sentences.
Y6: Complete place value number sentences.

Day 2
Y5: Calculate outputs for ×10, ÷10, ×100 and ÷100 function machines.
Y6: Calculate outputs, for ×10, ÷10, ×100, ÷100, ×1000 and ÷1000 function machines.

Day 3
Y5: Place numbers with 1 or 2 decimal places on number lines. Use the number line to order numbers.
Y6: Place numbers with 3 decimal places on lines, then round to the nearest hundredth, tenth and whole.

### Mastery: Reasoning and Problem-Solving

Y5

• Divide 27,680 by 10 repeatedly until you get a number that is less than 100. Write that number.
• Write the missing numbers.
23.4 ÷ 10 = ☐
☐ × 100 = 34
460 ÷ ☐ = 4.6
• Draw a number line between 3 and 4. Mark these numbers in the correct places:
3.5, 3.05, 3.55, 3.95, 3.42
• True or false?
4.05 comes after 4.5 on the number line.
9.9 is greater than 9.09.

Y6

• Draw a line from 9.99 to 10. Mark 9.995 and two other numbers, one more than 9.995 and one less.
• Write the missing numbers in these sentences.
4.351 × 10 = ☐
☐ × 100 = 39.2
1.871 × ☐ = 1871
• Write <, = or > between each pair of numbers.
 3.405 3.45 8.06 8.061 9.201 9.219 0.002 2/1000

In-depth Investigation: Dicey Operations in Line (adapt Game 6)
Roll a 0–9 dice four times to create a calculation in the form ☐☐☐☐ ÷ 10 or ☐☐☐☐ ÷ 100. Whoever has the answer closest to 555.5 or 55.55 wins. Dicey Operations in Line (adapt Game 6) from nrich.maths.org.

### Extra Support

Y5: Moving Digits
Multiplying and dividing amounts of money by 10

Y6: Dastardly Decimals
Understanding place value in numbers with 2 decimal places