FDPR as NC
- Lesley Goddard
i.e. fraction, decimal, percentage, ratio
teacher overview
teach-learn-practise
| teach-learn | practise-learn | timely practice | |
| 1 | FDPRasNC1.pdf | sign up for
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| 2 | FDPRasNC2.pdf | ||
| 3 | tlFDPRasNC3.pdf | FDPRasNC3.pdf | |
| 4 | tlFDPRasNC4.pdf | FDPRasNC4.pdf | |
| 5 | FDPRasNC5.pdf | ||
| 6 | FDPRasNC6.pdf | ||
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| 8 | tlFDPRasNC8.pdf | FDPRasNC8.pdf | |
| 9 | tlFDPRasNC9.pdf | FDPRasNC9.pdf | |
| 10 | tlFDPRasNC10.pdf | FDPRasNC10.pdf | |
| 11 | tlFDPRasNC11.pdf | FDPRasNC11.pdf | |
| 12 | tlFDPRasNC12.pdf | FDPRasNC12.pdf | |
| 13 | tlFDPRasNC13.pdf | FDPRasNC13.pdf | |
| 14 | tlFDPRasNC14.pdf | FDPRasNC14.pdf | |
| 15 | tlFDPRasNC15.pdf | FDPRasNC15.pdf | |
| 16 | FDPRasNC16.pdf |
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student NOT trusted self assessment
FDPRasNCnoAns1.pdf, FDPRasNCnoAns2.pdf, FDPRasNCnoAns3.pdf and FDPRasNCanswers1to3.pdf
NC information
N10 work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2) change recurring decimals into their corresponding fractions and vice versa
R3 express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1
R4 use ratio notation, including reduction to simplest form
R8 relate ratios to fractions and to linear functions
R9 define percentage as ‘number of parts per hundred’; interpret percentages and percentage changes as a fraction or a decimal,
R9 interpret % multiplicatively; express one quantity as a percentage of another;
R9 compare two quantities using percentages;
R9 work with percentages greater than 100%;
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