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Number & Place Value
Y5
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Pupils should first memorise the following unit conversions: 1km = 1,000m 1m = 100cm 1cm = 10mm 1 litre = 1,000ml 1kg = 1,000g £1 = 100p It is essential that enough time is given to this foundational stage before moving on. Practical experience of these conversions will help pupils to avoid common errors in recalling the correct power of 10 for a given conversion. For example, they can walk 1km while counting the number of metres using a trundle measuring wheel. Once pupils can confidently recall these conversions, they should apply them to whole number conversions, from larger to smaller units and vice versa, for example, £4 = 400p and 8,000g = 8kg. Pupils must then learn to convert from and to fraction and decimal-fraction quantities of larger units, within 1, for example 0.25km = 250m. They should be able to carry out conversions that correspond to some of the common 2, 4, 5 and 10 part measures intervals, as exemplified below for kilometre–metre conversions. For finding 3/4 of a unit, pupils should have sufficient fluency in the association between 3/4 and 0.75, 75 and 750 that they should not need to first work out 1/4 and multiply by 3. For all conversions, pupils should begin by stating the single unit conversion rate as a step to the fraction or decimal-fraction conversion. Language focus “1m is 100cm.” “So is 75cm.” Pupils should learn to derive other common conversions over 1. To convert, for example, 3,700 millilitres to litres, they should not need to think about dividing by 1,000 and moving the digits 3 places. Instead they should be able to use single unit conversion rates and their understanding of place value. Language focus “1,000ml is 1 litre.” “So 3,000ml is 3 litres, and 3,700ml is 3.7 litres.” For pounds and pence, and metres and centimetres, pupils should also be able to carry out conversions that correspond to 100 parts, for example, 52p = £0.52, and 43cm = 0.43m. Language focus “100p is £1.” “So 50p is £0.50, and 52p is £0.52.”
Show lessThe standard small step pack, as her own modules ship it. We do not print page counts here, because her catalogue does not publish them and a guessed number is worse than none.
Her own system, with the star count repeated in every worksheet header so a child can be handed the right sheet without a word.
“Good value, and the answers are actually on it.”
Small thing, but half the free sheets online expect you to work the answers out yourself. My TA can run a group on this without a briefing first.
5 teachers found this helpful
“Fine, though the font is small for my class.”
The maths is right and the sequence is sensible. Several of my children needed it enlarged to A3, which is easy enough but worth knowing before you print thirty.
4 teachers found this helpful
“Printed it at eight on a Sunday and taught it on the Monday.”
No editing, no reformatting, no hunting for the answers. The three levels are on separate pages, which sounds obvious until you have used the sites where they are not.
10 teachers found this helpful
Number & Place Value
Y5
Number & Place Value
Y5
Number & Place Value
Y5
Number & Place Value
Y5
Number & Place Value
Y5
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