CUEMATH YEAR 4

0.07015 ? 0.070105
> or = or <
Which number do you think is bigger?
A point to consider... Have you ever wondered why 0.5, 0.50 and 0.500 are the same even though 5,
50 and 500 are different numbers?

A DECIMAL IS A FRACTION. THE FRACTION IS A DECIMAL.

A flat can be shaded to understand that Expanded forms, fractions and decimals
fractions and decimals are similar
2
3.2 km = 3+ km
10

200
= 3+ km
1000

= 3 km 200 m

1 2 2 2
= 1.22 = 0.2
Flat Rods Blocks
10

At Cuemath, children relate decimals to fractions using manipulatives and the number line.
Important they “see” them as the same. They no longer see a decimal as "something point something"
but as a fraction in different avatar. They visualise decimals, solve decimals as fractions and vice versa,
thus creating their own mental models. By linking decimals to fractions - a topic learnt earlier, they make
connections and see patterns. This foundational ability allows the mind to link various concepts
intuitively in later years.

LARGE NUMBERS, BIGGER IDEAS

Consider the largest 5 digit number.
What number does the image below represent ?
When a ones bead is added to it,

The 10 ones can be replaced by 1 tens beads

the 10 tens can be replaced by tens beads

= the 10 hundreds can be replaced by tens beads

99,999

the 10 thousands can be replaced by tens beads

the 10 ten-thousands form 1 Lakh

T-Th Th H T O

Students form large numbers building up on the concepts of place values. They learn that a number can
be represented or expanded in multiple ways. They intuitively understand the algorithm of scaling
numbers. Manipulating numbers is a precursor to advanced concepts of number theory. Also visualising
large numbers builds the ability to abstract, which is foundational to master complex concepts like
algebra and calculus in later years.
FRACTIONS VISUALISED AS PARTS OF A WHOLE
What are like fractions and unlike fractions? Can they be unlike each other if they'd like to?
Identify the fraction represented by the shaded portion. Then write in the fraction using numerals and names. Each shape represents one unit

3 1 1
4 Three-fourths 2 One-half 3 One-third

Each figure represents one unit. Look at the given figures

1 2 3 4 All of these fractions are

= = = equivalent
3 6 9 12

Apart from from becoming familiar with various concepts, students enjoy playing with
fractions.They visualise multiplication of fractions through various visual models. This helps
them deduce the algorithm to solve them faster, rather than having to mechanically memorise and apply
a series of steps. This understanding helps build speed and is foundational to learning of advanced
concepts like rational numbers, ratios and percentages.

STATISTICS
Higher Grades

RATIOS
PERCENTAGES

7 DIGIT NUMBERS Grade 5

FRACTIONS

DECIMALS

Grade 4

ALL CONCEPTS COVERED IN YEAR 4

1. Numbers upto Seven-digits 6. Lines and Angles
2. Arithmetic Operations 7. Time and Money
3. Factors, Multiples and Primes 8. Measurement
4. Fractions and their types 9. Data handling
5. Introduction to Decimal Numbers