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Mixed Age Year 4 and 5 Money, Decimals and Percentages Step 14 Resource Pack

Mixed Age Year 4 and 5 Money, Decimals and Percentages Step 14 Resources

Step 14: Mixed Age Year 4 and 5 Money, Decimals and Percentages Step 14 Resource Pack

Mixed Age Year 4 and 5 Money, Decimals and Percentages Step 14 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 5 Percentages as Fractions and Decimals for Summer Block 1.*

*Please Note - It is recommended that Year 4 complete the developing level as an introduction to next year. We are hoping to review these resources and possibly provide content for the other year group in the academic year 2019-2020.

 

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What's included in the Pack?

This Mixed Age Year 4 and 5 Money, Decimals and Percentages Step 14 pack includes:

  • Mixed Age Year 4 and 5 Money, Decimals and Percentages Step 14 Teaching PowerPoint with examples.
  • Year 5 Percentages as Fractions and Decimals Varied Fluency with answers.
  • Year 5 Percentages as Fractions and Decimals Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 5: (5F11) Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal

Mathematics Year 5: (5F12) Solve problems which require knowing percentage and decimal equivalents of 1/2 , 1/4 , 1/5 , 2/5 , 4/5 and those fractions with a denominator of a multiple of 10 or 25

Differentiation for Year 5 Percentages as Fractions and Decimals:

Varied Fluency
Developing Questions to support representing percentages as fractions and decimals. Uses 100 as a denominator and knowledge of hundredths.
Expected Questions to support representing percentages as fractions and decimals. Uses 100 and direct multiples of 100 as a denominator e.g. 50/200 and knowledge of hundredths.
Greater Depth Questions to support representing percentages as fractions where the denominator is < 100, 100 or a multiple of 100 and decimals using knowledge of tenths and hundredths.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Find the remaining percentage when representing percentages as fractions and decimals. Uses 100 as a denominator and knowledge of hundredths.
Expected Find the remaining percentage when representing percentages as fractions and decimals. Uses 100 and direct multiples of 100 as a denominator e.g. 50/200 and knowledge of hundredths.
Greater Depth Find the remaining percentage when representing percentages as fractions and decimals. Uses denominator which are < 100, 100 or a multiple of 100 and decimals using knowledge of tenths and hundredths.

Questions 2, 5 and 8 (Problem Solving)
Developing Convert fractions and decimals in to percentages and order amounts when representing percentages as fractions and decimals. Uses 100 as a denominator and knowledge of hundredths.
Expected Convert fractions and decimals in to percentages and order amounts when representing percentages as fractions and decimals. Uses 100 and direct multiples of 100 as a denominator e.g. 50/200 and knowledge of hundredths.
Greater Depth Convert fractions and decimals in to percentages and order amounts when representing percentages as fractions and decimals. Uses denominator which are < 100, 100 or a multiple of 100 and decimals using knowledge of tenths and hundredths

Questions 3, 6 and 9 (Reasoning)
Developing Decide which statement is correct and explain why when representing percentages as fractions and decimals. Uses 100 as a denominator and knowledge of hundredths.
Expected Decide which statement is correct and explain why when representing percentages as fractions and decimals. Uses 100 and direct multiples of 100 as a denominator e.g. 50/200 and knowledge of hundredths.
Greater Depth Decide which statement is correct and explain why when representing percentages as fractions and decimals. Uses denominator which are < 100, 100 or a multiple of 100 and decimals using knowledge of tenths and hundredths.

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