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# Maths

Monday 1st February

Decimals and measures: Solving problems including the conversion of standard units of measure

In today’s lesson, we will convert between pounds and pence, and then work on multi-step problems involving calculation of measure.

Tuesday 2nd February

Decimals and measures: Convert between units of time

In today’s lesson, we will learn to convert between units of time, look at equivalent times and then solve problems involving time.

Wednesday 3rd February

Understand what a percentage is and its connection to fractions

In today's lesson, we will begin by consolidating our understanding of percentages before applying this to a range of problems including calculating percentages of amounts and comparison of percentages, including percentage decrease. We will then develop our understanding of statistics, learning about the mean as an average and calculate the mean in different contexts, interpret and draw line graphs and learn how to interpret pie charts and compare data presented in more than one pie chart.

## Fractions to percentages

Thursday 4th February

Recall and use equivalences between fractions, decimals and percentages

In today’s lesson, we will investigate equivalent fractions, decimals and percentages and then put them in increasing or decreasing order.

## Spr6.3.5 - Equivalent FDP

This is "Spr6.3.5 - Equivalent FDP" by White Rose Maths on Vimeo, the home for high quality videos and the people who love them.

Friday 5th February

Solve problems involving the calculation of percentages of amounts

In today’s lesson, we will be learning to find a percentage of an amount, including using efficient strategies and looking at the link between percentages and fractions.

## Spr6.4.2 - Percentage of an amount (1)

This is "Spr6.4.2 - Percentage of an amount (1)" by White Rose Maths on Vimeo, the home for high quality videos and the people who love them.

Here are some alternative links from My Maths which cover the same topics as above. These could be used in substitution if you feel they are more appropriate to your individual learning:

â€˜Children are captivated by their learningâ€™, â€˜The well-being of pupils is at the heart of the schoolâ€™, â€˜School is a calm place - pupils are polite, courteous and well-manneredâ€™
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