Module 1 Counting and understanding number
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Can I use and explain decimal notation for tenths and hundredths?

Example review questions

  • Tell me what the digit 7 represents in each of these amounts: £2.70, £7.35, £0.37, £7.07
  • Write these lengths in order:
    47 cm, 1.14 m, 3.6 m, 250 cm, 0.85 m
    Which is the shortest? How do you know? Which is the longest? How do you know?
  • What does the digit 3 in 4.3 represent?
  • Write down a number that has one ten and six tenths.
  • Can you place the numbers 1.2, 2.5, 1.6 and 2.1 on the number line below? How did you decide where to place them?

    A number line from zero to three with 10 markers between each whole number.

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

DOC file Can I use and explain decimal notation for tenths and hundredths? - teaching guidance | 226KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resource for a description.

PDF file How to use decimal number line ITP | 128KB new window

SWF file Decimal number line ITP | 37KB new window

XLS file Converting units of measure | 133KB new window

DOC file Converting units of measure guide | 103KB new window

XLS file Converting measures | 53KB new window

XLS file Place value charts and partitioning tool | 138KB new window

DOC file Place value charts and partitioning tool guide | 263KB new window

Decimal number line

itp_decimal_number_line.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of place value within whole and decimal numbers. Decimal number line ITP allows the child or teacher to select an interval from a given number line and show that interval divided into ten equal parts but on a bigger scale, which can then be repeated.

Opportunities to use and apply

Possible contexts include:

  • sequences, e.g. What amount comes next in this sequence? £1.37, £1.47, £1.57...
  • calculation, e.g. How could partitioning help you calculate
    4.3 m + 3.5 m?
  • measurement, e.g. Which is longer, 5.05 m or 550 cm?
  • reading scales, e.g. What is the length of the cricket bat?
    A number scale with a cricket bar lined alongside it. The scale is from zero centimetres to one metre.

Confirming learning

Ask probing questions such as:

  • Which is greater, 239p or £2.93? Why?
  • A CD costs between £5.50 and £5.65. How much could it cost?
  • How would you enter £1.10 on a calculator?
  • Write a number that is bigger than 7 but smaller than 8. Can you explain what makes it bigger than 7 and what makes it smaller than 8?
  • I make a sequence starting at £1.10 and counting in steps of 20p. Give me three numbers above £2.00 that will be in my sequence.
  • Explain what the 3 represents in each of these amounts:
    £3.50, 36.5 m, £1.53, 263.5 cm, £0.35