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**Scheme of work: IGCSE Higher: Year 10: Term 1: Fractions and Decimals**

**Equivalent Fractions, Decimals, and Percentages:**Understanding how to convert between fractions, decimals, and percentages, and recognising equivalent values in different forms.**Long Multiplication and Division:**Ability to perform long multiplication and long division with whole numbers and decimals.**Basic Fraction Operations:**Familiarity with adding, subtracting, multiplying, and dividing fractions, particularly those with common denominators.**Working with Common Denominators:**Knowledge of how to find a common denominator for fractions and perform arithmetic operations with fractions that share the same denominator.

**Use Common Denominators:**Demonstrate the ability to add and subtract fractions and mixed numbers using common denominators accurately.**Multiply and Divide Fractions:**Successfully multiply and divide fractions and mixed numbers, ensuring correct simplification of results.**Convert Recurring Decimals:**Accurately convert recurring decimals into their corresponding fractional forms.

**Use Common Denominators:**Find the least common multiple (LCM) of denominators to add and subtract fractions accurately.**Multiply and Divide Fractions:**Convert mixed numbers to improper fractions before multiplying or dividing, then simplify the result.**Convert Recurring Decimals:**Use algebra to represent and shift the decimal point, then isolate the repeating sequence and simplify the resulting fraction.

**Use Common Denominators:**Believing that only the numerators need to be added or subtracted without adjusting for common denominators.**Multiply and Divide Fractions:**Multiplying or dividing fractions without converting mixed numbers to improper fractions first.- Incorrectly multiplying or dividing by the reciprocal when dividing fractions.
**Convert Recurring Decimals:**Misidentifying the repeating sequence in a recurring decimal.- Incorrectly setting up or solving the algebraic equation to convert the decimal to a fraction.

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