# Exemplification

## Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

compare and order fractions whose denominators are all multiples of the same number

Children should be able to circle the two fractions that have the same value, or choose which one is the odd one out and justify their decision.

^{6}⁄_{10}, ^{3}⁄_{5}, ^{18}⁄_{20},^{9}⁄_{15}

recognise mixed numbers and improper fractions and convert from one form to the other. Write mathematical statements >1 as a mixed number

Put the correct symbol, < or >, in each box.

3.03 ☐ 3.3

0.37 ☐ 0.327

Order these numbers: 0.27 0.207 0.027 2.07 2.7

(e.g. ⅖ + ⅘ = ^{6}⁄_{5} = 1⅕)

How many halves in: 1 ½ 3 ½ 9 ½ …?

How many quarters in 1 ¼ 2 ¼ 5 ¼ ….?

multiply proper fractions and mixed numbers by whole numbers

What is ^{3}⁄_{10} of: 50, 20, 100…?

What is ⅘ of 50, 35, 100….?

read and write decimal numbers as fractions (e.g. 0.71 = ^{71}⁄_{100})

What decimal is equal to 25 hundredths?

Write the total as a decimal:

4 + ^{6}⁄_{10} + ^{2}⁄_{100} =

Children partition decimals using both decimal and fraction notation, for example, recording 6.38 as 6 + ^{3}⁄_{10} + ^{8}⁄_{100} and as 6 + 0.3 + 0.08.

recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

Recognise that

0.007 is equivalent to ^{7}⁄_{1000}

6.305 is equivalent to ^{6305}⁄_{1000}

read, write, order and compare numbers with up to three decimal places

Write these numbers in order of size, starting with the smallest. 1.01, 1.001, 1.101, 0.11

solve problems involving numbers with up to three decimal places

8 tenths add 6 tenths makes 14 tenths, or 1 whole and 4 tenths. The 1 whole is 'carried' into the units column and the 4 tenths is written in the tenths column

recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’

Write in the missing numbers. 30% of 60 is ☐

30% of ☐ is 60

write percentages as a fraction with denominator 100, and as a decimal

Shade 10% of this grid.

Which is bigger: 65% or ¾? How do you know?

What percentage is the same as ^{7}⁄_{10}? Explain how you know?

What is ^{31}⁄_{100} as a percentage?

Which is a better mark in a test: 61% , or 30 out of 50? How do you know?

"solve problems which require knowing percentage and decimal equivalents of 1⁄2, 1⁄4,1⁄5, 2⁄5 and those fractions with a denominator of a multiple of 10 or 25" is also missing from the exemplification.