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Day 4 — The shorter model routeYear 5 Maths · T1 W1–2 · Day 4 lesson

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Year 5 / Term 1 / Weeks 01 02 / Mathematics

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Success: compare and order a set with units and check a claim against the actual numbers. Prepare fictional route cards A–D. (AC9M5N01)

  1. Context · 2 min. Say clearly that the route values are invented; no real travel advice is being given.
  2. Model · 4 min. Compare A 1.235 km and B 1.253 km by aligned place values. A is shorter; do not compare 235 with 253 alone without the shared whole.
  3. Guided sort · 5 min. Class orders D 1.205, A 1.235, C 1.250, B 1.253 km. Ask why C may be written 1.25.
  4. Independent turn · 7 min. Learners challenge “B is shortest because 253 has a bigger final digit.” Write a corrected sentence, naming the first decimal place where A and B differ.
  5. Transfer · 4 min. Substitute paper strip lengths with the same numerals but a chosen common unit. Ask why every card must use the same unit before comparison.
  6. Exit · 3 min. “Which is longer, C or B?” Key: B, since 1.253>1.250 by 0.003 km.

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