National curriculum content
- Recognise and show, using diagrams, families of common equivalent fractions
- Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
- Recognise and write decimal equivalents of any number of tenths or hundredths
- Recognise and write decimal equivalents to ¼, ½,3/4
- Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
- Round decimals with one decimal place to the nearest whole number
- Compare numbers with the same number of decimal places up to two decimal places
- Solve simple measure and money problems involving fractions and decimals to two decimal places
- Recap – Bonds to 10 and 100 (1)
- Recap – Bonds to 10 and 100 (2)
- Make a whole
- Write decimals
- Compare decimals
- Order decimals
- Round decimals
- Halves and quarters
What we want children to know
- To understand the number system and decimal place value is extended at this stage to tenths and then hundredths
- To learn decimal notation and the language associated with it, including in the context of measurements
- To make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places
- To be able to represent numbers with one or two decimal places in several ways, such as on number lines
What skills we want children to develop
Use knowledge to solve reasoning and problem solving questions such as:
Three bead strings are 0.84 m long altogether.
Would four bead strings be longer or shorter than a metre?
Explain how you know.
Value of Digits
Make the numbers on a place value chart and write down the value of the underlined digit.
3.47 2.15 0.6 25.03
Compare using < or >
5.5 _____ 5.7
0.14 _____ 0.29
1 _____ 0.64
3.32 _____ 3.23
- How many tenths make one whole?
- How many hundredths make one tenth?
- When do we need to use zero as a place holder?
- Which digit can we use to compare these decimals? Will this always be the case?
- How can we partition decimal numbers in different ways?
- Can you represent three quarters using counters on a place value grid?
- Which column do we focus on when rounding to the nearest whole number?