Year 4 and 5 Mixed Age Spring Block 3 Decimals

© White Rose Maths 2019
In this document, you will find suggestions of how you For each block of learning, we have grouped the
may structure a progression in learning for a mixed-age small steps into themes that have similar content.
class. Within these themes, we list the corresponding
small steps from one or both year groups. Teachers
Firstly, we have created a yearly overview.
can then use the single-age schemes to access the
guidance on each small step listed within each
theme.
The themes are organised into common content
(above the line) and year specific content (below
the line). Moving from left to right, the arrows on the
line suggest the order to teach the themes.
Each term has 12 weeks of learning. We are aware that

some terms are longer and shorter than others, so
teachers may adapt the overview to fit their term dates.
The overview shows how the content has been matched
up over the year to support teachers in teaching similar
concepts to both year groups. Where this is not possible,
it is clearly indicated on the overview with 2 separate
blocks.
2 © White Rose Maths 2019
Here is an example of one of the themes from the Year Points to consider
1/2 mixed-age guidance. • Use the mixed-age schemes to see where
similar skills from both year groups can be
taught together. Learning can then be
Year 1 (Aut B2, Spr B1) Year 2 (Aut B2, B3) differentiated through the questions on the
• How many left? (1) • Subtract 1-digit from 2-digits
• How many left? (2) • Subtract with 2-digits (1) single-age small steps so both year groups are
• Counting back • Subtract with 2-digits (2)
focusing on their year group content.
• Subtraction - not crossing 10 • Find change - money
• Subtraction - crossing 10 (1) • When there is year group specific content,
• Subtraction - crossing 10 (2) consider teaching in split inputs to classes. This
In order to create a more coherent journey for mixed-age will depend on support in class and may need to
classes, we have re-ordered some of the single-age be done through focus groups .
steps and combined some blocks of learning e.g. Money • On each of the block overview pages, we have
is covered within Addition and Subtraction. described the key learning in each block and
have given suggestions as to how the themes
The bullet points are the names of the small steps from
could be approached for each year group.
the single-age SOL. We have referenced where the steps
• We are fully aware that every class is different
are from at the top of each theme e.g. Aut B2 means
and the logistics of mixed-age classes can be
Autumn term, Block 2. Teachers will need to access both
tricky. We hope that our mixed-age SOL can
of the single-age SOLs from our website together with
help teachers to start to draw learning together.
this mixed-age guidance in order to plan their learning.
In this section, content from single-age blocks are matched together to show teachers where there are
clear links across the year groups.
Teachers may decide to teach the lower year’s content to the whole class before moving the higher
year on to their age-related expectations.
The lower year group is not expected to cover the higher year group’s content as they should focus on
their own age-related expectations.
In this section, content that is discrete to one year group is outlined.

Year 4 content
Teachers may need to consider a split input with lessons or working with children in
focus groups to ensure they have full coverage of their year’s curriculum.
Guidance is given on each page to support the planning of each block. Year 5 content

Year 4/5 | Spring Term | Week 9 – 12 – Decimals and Percentages
Year 4 (Spr B4)

• Divide 1-digit by 10
• Divide 2-digits by 10
Year 4 (Spr B4, Sum B1) Year 5 (Spr B3) • Divide 1 or 2-digits by 100 Year 4 (Sum B1)
• Hundredths • Decimals up to 2 d.p. Year 5 (Sum B1) • Make a whole
• Hundredths as decimals • Decimals as fractions (1) • Multiplying decimals by 10, Year 5 (Sum B1)
• Hundredths on a place value grid • Decimals as fractions (2) 100 and 1,000 • Adding decimals within 1
• Write decimals • Dividing decimals by 10, • Subtracting decimals within 1
• Halves and quarters 100 and 1,000 • Complements to 1
Year 4 (Spr B4) Year 5 (Spr B3) Year 5 (Spr B3)

• Recognise tenths and hundredths • Understand percentages • Understand thousandths
• Tenths as decimals • Percentages as fractions • Thousandths as decimals
• Tenths on a place value grid and decimals
• Tenths on a number line • Equivalent F.D.P

Year 4 | Spring Term | Week 9 to 12 – Number: Decimals and Percentages
Children recognise tenths and hundredths using a hundred If the hundred square represents one whole :
square.
Each square is ___ out of ___ equal squares.
When first introducing tenths and hundredths, concrete
manipulatives such as Base 10 can be used to support Each square represents
children’s understanding. Each row is ___ out of ___ equal rows.
They see that ten hundredths are equivalent to one tenth and Each row represents
can use a part-whole model to partition a fraction into tenths
and hundredths. Complete the table.
If each row is one row out of ten equal rows, what fraction does
this represent?
We can use a part-whole model to partition
If each square is one square out of one hundred equal squares, 56 hundredths into tenths and hundredths.
what fraction does this represent?
Partition into tenths and hundredths:
How many squares are in one row? How many squares are in • 65 hundredths
31
one column? How many hundredths are in one tenth? •
100
How else could you partition these numbers? • 80 hundredths
Who is correct? Amir is correct. Ron says he can partition tenths and Children may
50 hundredths in more than one way. partition 42
is equivalent to
100
Dora 5 hundredths as:
10 • 4 tenths and 2
5 hundredths is equivalent
hundredths
to 50 tenths. This can be • 3 tenths and
demonstrated with 12 hundredths
Base 10 or a • 2 tenths and
50 hundredths is hundred square. 22 hundredths
equivalent to 5 tenths. • 1 tenth and 32
50
Amir 50 squares is hundredths
100
• 0 tenths and
Explain why. 42 hundredths
5 rows
5
is Other methods of
10
partitioning are
possible.
Use Ron’s method to partition 42

hundredths in more than one way.

Using the hundred square and Base 10, children can recognise Complete the table.
1
the relationship between and 0.1 Image Words Fraction Decimal
10
Children write tenths as decimals and as fractions. They write
any number of tenths as a decimal and represent them using
concrete and pictorial representations.
Children understand that a tenth is a part of a whole split into five tenths
10 equal parts.
In this small step children stay within one whole. 0.9
What fractions and decimals are represented in these diagrams?
What is a tenth?
How many different ways can we write a tenth?

How could you represent these decimals?
When do we use tenths in real life?
0.4 0.8 0.2
Which representation do you think is clearest? Why?
What’s the same? What’s different?
How else could you represent the decimal/fraction?
Who is correct? Both children are Which ten frame is the odd one out? Three of the ten
correct. frames represent
Annie 1 whole is equal to 0.5
10 tenths so 1.2 is
1.2 is equivalent to 1 whole
equal to 12 tenths.
and 2 tenths.
1.2 is equivalent to 12 Explain your answer.

tenths.
Dexter This ten frame is
the odd one out
Explain why. because it
represents 6
Children use tenths not 5
six tens six tenths concrete and tenths.
pictorial
What is the same? What’s different? representations to
Show me. show the
difference.

Children read and represent tenths on a place value grid. They Complete the stem sentences for the decimals in the place value
see that the tenths column is to the right of the decimal grid.
point.
Children use concrete representations to make tenths on a
place value grid and write the number they have made as a
decimal. There are ___ ones and ___ tenths.
In this small step children will be introduced to decimals
greater than 1 The decimal represented is ___
Use counters or place value counters to make the decimals on a
place value grid.
0.2 1.2 0.8

How many ones are there?
How many tenths are there? There are ___ ones and __ tenths.
___ ones + ___ tenths
What’s the same/different between 0.2 , 1.2 and 0.8? = 3 + 0.2
How many different ways can you make a whole using the three = 3.2
decimals? Use the place value grid and stem sentences to describe the
decimals:
Why do we need to use the decimal point?
4.0 5.9 2.2
How many tenths are equivalent to one whole?
Use five counters and a place value grid. Children can Two children are making eleven tenths. Amir and Rosie
Place all five counters in either the ones make: have both made
or the tenths column. 0.5 eleven tenths
1.4 correctly.
How many different numbers can you 2.3 Amir has seen that
make? 3.2 Amir 10 tenths is
4.1 equivalent to 1
Describe the numbers you have made by 5.0 one.
completing the stem sentences.
Rosie
There are ___ ones and ___ tenths.
___ ones + ___ tenths = ___
Who has made it correctly?

Explain your answer.

Children read and represent tenths on a number line. Place the decimals on the number line.
They link the number line to measurement, looking at 0.5 0.9 1.1
measuring in centimetres and millimetres.
Children use number lines to explore relative scale.

Complete the number lines.
How many equal parts are between 0 and 1?
What are the intervals between each number? How long is the ribbon?
How many tenths are in one whole?
What is 0.1 metres in millimetres?

The ribbon is ___ metres long.

What could the start and end numbers The start and end Place the decimals on the number line. Some children will
on the number line be? numbers could be draw on 20
6 and 6.9 intervals first. This
respectively, or 5.6 method will allow
and 7.4
2 4 them to identify
where the
Children can find 2.7 2.3 1.9 2.5 2.9 3.2 numbers are
different start and placed but can be
Explain your reasons. end numbers by considered
adjusting the Which order did you place your numbers inefficient.
increments that on the number line? Encourage
the number line is children to think
going up in. about the numbers
first and consider
which numbers
are easiest to
place e.g. 2.5 is
probably easiest,
followed by 1.9 or
2.9 etc.

Children recognise that hundredths arise from dividing one Complete the number lines.
whole into one hundred equal parts.
Linked to this, they see that one tenth is ten hundredths.
Children count in hundredths and represent tenths and

hundredths on a place value grid and a number line.
Complete the sequences.
27 28 31
• , , , , ,
100 100 100
52 51 5
• , , , , , , ,
100 100 10
One hundredth is one whole split into how many equal parts?
Use fractions to complete the number lines
How many hundredths can I exchange one tenth for?
How many hundredths are equivalent to 5 tenths? How does

this help me complete the sequence?
How does Base 10 help you represent the difference between

tenths and hundredths?
Here is a Rekenrek made from 100 On the left, there Complete the statements.
beads. are 46
hundredths, this is
If the Rekenrek represents one whole, equivalent to 4 3 tenths and 2 hundredths = 2 tenths 12
what fractions have been made on the tenths and 6 and __ hundredths
left and on the right? hundredths.
On the right, there 14 hundredths and 3 tenths = 4 tenths 4
are 54 hundredths, and __ hundredths
this is equivalent
to 5 tenths and 4 5 tenths and 1 hundredth < 5 tenths and Anything more
hundredths. __ hundredths than 1
Children could 5 tenths and 1 hundredth > __ tenths 0, 1, 2, 3 or 4

Can you partition both of the fractions also explore and 5 hundredths
into tenths and hundredths? hundredths using
a 100 bead string.
Can you list all the possibilities?

Using the hundred square and Base 10, children can recognise Complete the table.
1
the relationship between and 0.01
100
Children write hundredths as decimals and as fractions. They
write any number of hundredths as a decimal and represent
the decimals using concrete and pictorial representations.
Children understand that a hundredth is a part of a whole split
into 100 equal parts.
In this small step children stay within one whole.
One hundredth is one whole split into _____ equal parts.
What is the same and what is different about a number written

as a fraction and a number written as a decimal?
Write the number as a fraction and as a decimal.
What is the same and different between 0.3 and 4 hundredths?
How else could you represent this number?

Dora says, Dora is wrong as Alex and Eva have been asked to write They are both
she has mistaken the decimal shaded on the 100 grid. correct.
hundredths for The grid shows 70
17 hundredths is the hundreds. hundredths or 7
same as 1,700 tenths and this is
what Alex and Eva
have given as their
Is she correct? answers.
Explain your answer. In Alex’s answer
the 0 in the
Alex says the grid shows 0.70 hundredths
column isn’t
Eva says the grid shows 0.7 needed as it is not
a place holder and
Who do you agree with? doesn’t change the
value of the
Explain your answer. number.

Children read and represent hundredths on a place value grid. Write the decimal represented in each place value grid.
They see that the hundredths column is to the right of the Ones Tenths Hundredths There are ones.
decimal point and the tenths column.
There are ___ tenths.
Children use concrete representations to make numbers with
There are ___ hundredths.
tenths and hundredths on a place value grid and write the
number they have made as a decimal. The decimal represented is ___
Make the decimals on a place value grid.
0.34 2.15 0.03 1.01
What is a hundredth? Use the sentence stems to describe each number.
How many hundredths are equivalent to one tenth? Represent the decimals on a place value grid
and in a part whole model.
Look at the decimals you have represented on the place value How many ways can you partition each number?
grid and in the part whole models. .
What’s the same about the numbers? What’s different? 0.27 0.72 0.62

Use four counters and a place value grid. Children can either Ron says he can partition 0.34 in more Children may
Place all four counters in either the ones, make: than one way. partition 0.45 into:
tenths or hundredths column. 4, 3.1, 3.01, 2.2, 0 tenths and 45
2.11, 2.02, 1.3, 1.21, 0.34 hundredths
How many different numbers can you 1.12, 1.03, 0.4, 0.31, 1 tenth and 35
make? 0.22, 0.13, 0.04 hundredths
2 tenths and 25
Describe the numbers you have made by e.g. There are 2 0.3 0.04 hundredths
0.34
completing the sentences. ones, 0 tenths and 3 tenths and 15
2 hundredths. hundredths
4 tenths and 5
There are ___ ones, ___ tenths and __ 2 ones + 0 tenths hundredths
0.2 0.14
hundredths. + 2 hundredths = 0.34
2.02 Other ways of
ones + ___ tenths + ___ hundredths = partitioning are
possible.
0.1 0.24
Use Ron’s method to partition 0.45 in

more than one way.
Children use place value counters and a place value grid to What number is represented on the place value grid?
make numbers with up to two decimal places. Ones Tenths Hundredths
There are ____ ones,
They read and write numbers with decimals and understand ____ tenths and
the value of each digit. ____ hundredths.
They show their understanding of place value by partitioning 0 1 3 The number is ____
numbers with decimals in different ways.
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
Complete the part-whole model in two different ways and write a

How many ones/tenths/hundredths are in the number?
number sentence to go with each.
How do we write this as a decimal? Why?
What is the value of the ____ in the number ______?
When do we need to use zero as a place holder? 0.83 0.83
How can we partition decimal numbers in different ways?
0.83 = ____ + 0.03 0.83 = 0.7 + ____

Annie thinks the number shown is 2.2 No because Annie Match each description to the correct Teddy: 40.46
has not included number.
Ones Tenths Hundredths the place holder. Amir: 46.2
My number has the same
The number
amount of tens as tenths. Rosie: 46.02
shown is 2.02
Teddy
My number has one Eva: 2.64
Do you agree with Annie? decimal place.
Amir
Mo is told that this bead string Mo is incorrect My number has two
represents one whole. because there are hundredths.
100 beads
altogether on the Rosie
bead string.
My number has six tenths.
Each individual
bead is worth one
He thinks that each individual bead hundredth. Eva
represents one tenth.
Do you agree with Mo?
46.2 2.64 46.02 40.46
1 1 3 Here is a rekenrek with 100 beads.

Children write , and as decimals. They use concrete and
2 4 4
pictorial representations to support the conversion. ____ out of 100 beads are red.
Children use their knowledge of equivalent fractions to write
____ out of 100 beads are white.
fractions as hundredths and then write the fractions as halves
or quarters. are red, and are white.
100 100
Half of the beads are red, and half of the beads are white.
1 50 5 1
= = , so is ______ as a decimal.
2 100 10 2
The beads are split equally on each side of the rekenrek.

There are 4 equal groups.
How would you write your answer as a decimal and a fraction? 1 out of 4 equal groups = ____ beads.
Can you represent one quarter using decimal place value 1 out of 4 equal groups =
100
counters? 1
= = ______
4 100
Can you represent three quarters using counters on a place What fraction is represented by 3 out of the 4 groups?
value grid? Can you write this as a decimal?
3
= = ______
4 100
Alex says: Alex has used her Dexter has made a mistake when Dexter has
knowledge of converting his fractions to decimals. incorrectly placed
1 the numerator in
If I know is 0.5 as a decimal, I also equivalent
2
3 4 6 fractions to find the ones column
know , and are equivalent to 0.5 other fractions that and the
6 8 12
as a decimal. are equivalent to 1
= 1.2,
1 3
= 1.4 and = 3.4 denominator in the
2 4 4
0.5 tenths column. He
Explain Alex’s thinking. should have used
equivalent
fractions with
What mistake has Dexter made?
tenths and or
hundredths to
convert the
fractions to
decimals.

Children use place value counters and a place value grid to Which number is represented on the place value chart?
make numbers with up to two decimal places. There are ____ ones, ____ tenths
and ____ hundredths.
They read and write decimal numbers and understand the
value of each digit. The number is ____
Represent the numbers on a place value chart and complete the

They show their understanding of place value by partitioning
stem sentences.
decimal numbers in different ways.
0.28 0.65 0.07 1.26
Make the numbers with place value counters and write down the
value of the underlined digit.
How many ones/tenths/hundredths are in the number?
How do we write this as a decimal? Why? 2.45 3.04 4.44 43.34
What is the value of the ____ in the number ______? 0.76 = 0.7 + 0.06 = 7 tenths and 6 hundredths.
Fill in the missing numbers.
When do we need to use zero as a place holder? 0.83 = _____ + 0.03 = _______________ and 3 hundredths.
0.83 = 0.7 + _____ = 7 tenths and _______________
How can we partition decimal numbers in different ways?
How many other ways can you partition 0.83?
Dexter says there is only one way to 0.62 = 0.12 + 0.5 Match each description to the correct Teddy – 40.46
partition 0.62 number. Amir – 46.2
0.62 = 0.4 + 0.22 Rosie – 46.02
My number has the same Eva – 2.64
0.62 0.62 = 0.3 + 0.32 amount of tens and tenths.
Teddy
0.62 = 0.42 + 0.2
My number has one
0.62 = 0.1 + 0.52 decimal place.
Amir
0.6 0.02 0.62 = 0.03 + 0.59
My number has two
etc. hundredths.
Prove Dexter is incorrect by finding at Rosie
least three different ways of partitioning
0.62
My number has six tenths.
Eva
46.2 2.64 46.02 40.46

Children explore the relationship between decimals and What fraction is shown in both representations?
fractions. They start with a fraction (including concrete and Can you convert this in to a decimal?
pictorial representations of fractions) convert it into a decimal
and as they progress, children will see the direct link between
fractions and decimals.
Children use their previous knowledge of fractions to aid this

process.
What does the whole grid represent? The fraction is the same as the decimal _______
What can we use to describe the equal parts of the grid If the whole bead string represents one whole, what decimal is
(fractions and decimals)? represented by the highlighted part? Can you represent this on a
How would you convert a fraction to a decimal? 100 square?
What does the decimal point mean?
Can the fraction be simplified?
How can you prove that the decimal ____ and the fraction ____
are the same?
Odd one out Possible answer: How many different ways can you Possible answers:
complete the part-whole model using
B is the odd one 50
Which of the images below is the odd fractions and decimals?
out because it
one out? 2 100
shows , which is
5
A B 4 1
or 0.4
10 2
The other images 0.5
2
show or 0.2 Create another part-whole model like the
10
one above for your partner to complete.
C D
There are various
Now complete the following part-whole possible answers
models using fractions and decimals. when completing
Explain why. 1 the part-whole
models. Ensure
4
both fractions and
10 0.75
decimals are
represented.

Children concentrate on more complex decimals numbers Use the models to record equivalent decimals and fractions.
(e.g. 0.96, 0.03, 0.27) and numbers greater than 1 (e.g. 1.2, 3 30
2.7, 4.01). 0.3 = =
10 100
They represent them as fractions and as decimals.
Children record the number in multiple representations,

including expanded form and in words. Write down the value of a, b, c and d as a decimal and a fraction.
a bc d
In the number 1.34 what does the 1 represent, what does the 3
represent, what does the 4 represent? Complete the table.
Can we represent this number in a different way, and another,
and another?
On the number line, where can we see tenths? Where can we
see hundredths?
On the number line, tell me another number that is between c
and d. Now give your answer as a fraction. Tell me a number
that is not between c and d.
2.25 = 2 ones, 2 tenths and 5 Possible answer: Use the digits 3, 4 and 5 to complete the 30.45, 30.54,
hundredths. Children may decimal number. 40.35, 40.53,
represent it in 50.43, 50.34
0.
Can you write the following numbers in words, decimals,
at least three different ways? fractions,
expanded form
but also by
partitioning the
23.7 2.37 9.08 0.98 List all the possible numbers you can
number in
make.
different ways.
45 54
Amir says, To convert a fraction to a Possible answers Write these decimals as mixed numbers. 30 , 30 ,
100 100
decimal, take the could include
1
100 35 53
numerator and put it Choose three of the numbers and write 40 , 40 ,
after the decimal point. is not equal to 0.1 100 100
them in words.
21 43 34
E.g. = 0.21 50 , 50
100 100 100
Write two examples of converting

fractions to decimals to prove this does
not always work.

Children are introduced to ‘per cent’ for the first time and will Complete the sentence stem for each diagram.
understand that ‘per cent’ relates to ‘number of parts per
hundred’.
They will explore this through different representations which

show different parts of a hundred. Children will use ‘number
of parts per hundred’ alongside the % symbol. There are ____ parts per hundred shaded. This is ____%
Complete the table.
How many parts is the square split in to?
How many parts per hundred are shaded/not shaded?
Can we represent this percentage differently? Complete the bar models.
Look at the bar model, how many parts is it split into?
If the bar is worth 100%, what is each part worth?

Oh no! Dexter has spilt ink on his Some possible Mo, Annie and Tommy all did a test with
hundred square. answers: 100 questions. Tommy got 6 fewer
questions correct than Mo.
It could be 25%
It must be less 56%

than 70% 65 out of 100
50 out of 100
It can’t be 100% 50%
Mo needs 44
Complete the sentence stems to Complete the table. Annie needs 35
describe what percentage is shaded. How many more marks did each child Tommy needs 50
need to score 100%?
It could be…
Dora and Amir each have 100 sweets. Neither. They both
It must be… Dora eats 65% of hers. Amir has 35 have an equal
sweets left. number of sweets
It can’t be… Who has more sweets left? remaining.

Children represent percentages as fractions using the Complete the table.

denominator 100 and make the connection to decimals and
hundredths.
Children will recognise percentages, decimals and fractions

are different ways of expressing proportions.
7 parts per
hundred
7%
What do you notice about the percentages and the decimals?
Alex has read 93 pages of her book. Her book has 300 pages.
What proportion of her book has she read? Give your answer as a
What’s the same and what’s different about percentages,
percentage and a decimal.
decimals and fractions?
93 ?
= = ______ % = ______
300 100
How can we record the proportion of pages Alex has read as a
fraction? How can we turn it into a percentage? Record the fractions as decimals and percentages.
120 320 20 12
Can you convert any percentage into a decimal and a fraction? 300 400 200 50
Teddy says, Teddy is incorrect, Three children have each read 360 360
Ron has read ,
500
this only works pages of their own book.
72% or 0.72
To convert a fraction to a when the
percentage, you just need denominator is Ron’s book has 500 pages. Dora has read
360
,
100 because 400
to put a percent sign next Dora’s book has 400 pages. 90% or 0.9
to the numerator. percent means Eva’s book has 600 pages.
parts per hundred. Eva has read
360
What fraction of their books have they , 60% or 0.6
600
Is Teddy correct? Explain your answer. each read?
4
At a cinema, of the audience are 60% are children,
10 What percentage of their books have Dora has read the
adults. so 40% are girls
and 20% boys. they read? most of her book.
The rest of the audience is made up of
boys and girls.
Children may use How much of their books have they each
There are twice as many girls as boys.
a bar model to read as a decimal?
represent this
What percentage of the audience are problem. Who has read the most of their book?
girls?

Children recognise simple equivalent fractions and represent Use a bead string to show me:
them as decimals and percentages. 0.25 0.3 0.2 0.5
When children are secure with the percentage and decimal
1 1 1 2 4 What are these decimals as a percentage?
equivalents of , , , , , they then consider denominators of
2 4 5 5 5
What are they as a fraction? Can you simplify the fraction?
a multiple of 10 or 25
Use bar models and hundred squares to support Use the bar model to convert the fractions into a percentages and
understanding and show equivalence. decimals.
1 1 3 1
2 4 10 5
How many hundredths is each bead worth? How does this help
you convert the decimals to fractions and percentages?
Draw arrows to show the position of each representation on the
How many hundredths is the same as 0.1? number line.
What fractions does the bar model show? How does this help 4
40%
to convert them to percentages? 5
4
Which is closer to 100%, or 50%? How do you know?
5

Sort the fractions, decimals and 1 Jack has £55 £5.50

Less than :
2 3
percentages into the correct column. 1 He spends of his money on a coat and
, 0.25, 7% 5
4
30% on shoes.
30
50% 100% 60
How much does he have left?
1
Equal to :
Seven 2
60% 0.25 30
tenths 50% and
60
70 1 Tommy is playing a maths game. Level A: 80%

7%
hundredths 4
1 Here are his scores at three different
Greater than : Level B: 70%
2 levels. Level C: 50%
1 1 1
Seven tenths, 70
Less than 2 Equal to 2 Greater than 2 hundredths, 60% Level A – 440 points out of 550 Tommy had a
and 100%
higher success
Level B – 210 points out of 300 rate on level A.
Level C – 45 points out of 90 Children may wish

to compare using
At which level did he have a higher decimals instead.
success rate?

Children build on previous learning of tenths and hundredths Eva is using Base 10 to represent decimals.
and apply this to understanding thousandths. = 1 whole = 1 tenth = 1 hundredth = 1 thousandth
Opportunities to develop understanding of thousandths
through the use of concrete and pictorial representations Use Base 10 to build:
need to be incorporated. • 4 wholes, 4 tenths, 4 hundredths, 4 thousandths
When exploring the relationships between tenths, hundredths • 5 tenths, 7 hundredths and 5 thousandths
and thousandths, consider decimal and mixed number • 2.357
equivalences.
Use the place value counters to help you fill in the final chart.
If 4 tenths = 0.4, 4 hundredths = 0.04, what is 4 thousandths

equal to? = ___ tenths = ___hundredths = ___ thousandths
Using the place value charts: What has this hundred square been
• How many tenths are in a whole? divided up into?
• How many hundredths are there in 1 tenth? How many thousandths are there in one
• Using place value counters complete the final chart. hundredth?
• How many thousandths in 1 hundredth? How many thousandths are in one tenth?

Rosie thinks the 2 values are equal. Agree. 0.472 = 4 tenths,

seven hundredths
We can exchange 0.394 and 2 thousandths
ten hundredth 4 7 2
= + +
= counters for one = 3 tenths, 9 hundredths and 4 10 100 1000
= 0.4 + 0.07 +
tenth counter. thousandths
0.002
135 3 9 4
0.135 = = + + 0.529 = 5 tenths,
1000 10 100 1000
Do you agree? two hundredths
Explain your thinking. and 9 thousandths
= 0.3 + 0.09 + 0.004
5 2
= + +
10 100
Can you write this amount as a decimal 9
= 0.5 + 0.02
and as a fraction? Write these numbers in three different 1000
+ 0.009
ways:
0.307 = 3 tenths
0.472 0.529 0.307 and 7 thousandths
3 7
= + =
10 1000
0.3 + 0.007

Children build on their understanding of decimals and further Use the place value chart and counters to represent these
explore the link between tenths, hundredths and thousandths. numbers.
Write down the numbers as a decimal.
They represent decimals in different ways and also explore a)
100 1
deeper connections such as is the same as
1000 10
b) 4 ones, 6 tenths, 0 hundredths and 2 thousandths

34
c) 3
1000
The arrows are pointing to different numbers.

Write each number as a decimal and then as a mixed number.
What number is represented? How will we show this on the
place value chart? How many ones/tenths/hundredths/ 2 2.01 2.03 2.05 2.09
thousandths do I have?
Where would 2.015 be positioned on the number line? How

many thousandths do I have? How do I record this as a mixed
number?

Ron has 8 counters. He makes numbers Smallest: 0.116 Three children are representing the Possible answer:
using the place value chart. Largest: 6.11 number 0.504
They are all
At least 3 columns have counters in.
correct. Annie has
What is the largest and the smallest
504 recorded it as a
number he can make with 8 counters? 0.504 =
1000 fraction. Alex and
Annie
Teddy have
partitioned it
differently.
Can you record the numbers in 3 2 4
0.504 = + +
10 10 1000
different ways?
Alex
1.431
2.322 5 4
0.504 = +
10 1000
In this problem symbols have been Teddy
used to represent two different
numbers. Write down the value of each, Who is correct?
as a mixed number and as a decimal. Explain why.
1 1 1
=1 = = =
10 100 1000

Children need to understand when dividing by 10 the number Eva uses counters to make a 1-digit number.
is being split into 10 equal parts and is 10 times smaller.
Children use counters on a place value chart to see how the
digits move when dividing by 10. Children should make links
between the understanding of dividing by 10 and this more To divide the number by 10, we move the
efficient method. counters one column to the right.
Emphasise the importance of 0 as a place holder. What is the value of the counters now?
Use this method to solve:

3 ÷ 10 = ___ 7 ÷ 10 = ___ ___ = 4 ÷ 10
Here is a one-digit number on a place value chart.
What number is represented on the place value chart?
When dividing by 10, we move the digits
What links can you see between the 2 methods? one place to the ________.
Which method is more efficient? 5 ÷ 10 =

What is the same and what is different when dividing by 10 on a
Gattegno chart compared to a place value chart?
8 ÷ 10 = ___ ___ = 9 ÷ 10 0.2 = ___ ÷ 10
Choose a digit card from 1 – 9 and place Ron is incorrect. Complete the number sentences.
a counter over the top of that number on Children will see
the Gattegno chart. that you move
down one row to 4 ÷ 10 = 8 ÷ ___ ÷ 10 2
100 200 300 400 500 600 700 800 900
divide by 10 on a
10 20 30 40 50 60 70 80 90
Gattegno chart 15 ÷ 3 ÷ 10 = ___ ÷ 10 5
whereas on a
1 2 3 4 5 6 7 8 9 place value chart 64 ÷ ___ ÷ 10 = 32 ÷ 4 ÷ 10 8
you move on
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
column to the
0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09
right.
Ron says,
To divide by 10, you need
to move the counters to
the right.
Do you agree? Use the Gattegno chart to

explain your reason.

As in the previous step, it is important for children to Teddy uses counters to make a 2-digit number.
recognise the similarities and differences between the
understanding of dividing by 10 and the more efficient
method of moving digits.
Children use a place value chart to see how 2 digit-numbers To divide the number by 10, we move the counters one column to
move when dividing by 10 the right.
They use counters to represent the digits before using actual What is the value of the counters now?
digits within the place value chart. Use this method to solve:
42 ÷ 10 = ___ 35 ÷ 10 = ___ ___ = 26 ÷ 10
Here is a 2-digit number on a place value chart.
When dividing by 10, we
What number is represented on the place value chart? move the digits 1 place to
the ________.
Do I need to use 0 as a place holder when dividing a 2-digit
82 ÷ 10 =
number by 10?
What is the same and what is different when dividing by 10 on a
Gattegno chart compared to a place value chart?
55 ÷ 10 = ___ ___ = 90 ÷ 10 3.2 = ___ ÷ 10

Jack has used a Gattegno chart to divide Jack’s original Dexter says, Children should
a 2-digit number by 10 number was 26 give an example of
He has placed counters over the You can move When I divide a 2-digit when Dexter is
numbers in his answer. each counter up number by 10, my answer incorrect.
one to multiply will always have digits in For example, when
100 200 300 400 500 600 700 800 900 them by 10, which the ones and tenths you divide 80 by
is the inverse to columns. 10, the answer is 8
10 20 30 40 50 60 70 80 90 division. so there does not
Show that Dexter is incorrect. need to be
1 2 3 4 5 6 7 8 9
anything in the
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
tenths column.
0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09
What was Jack’s original number?

How can you use the chart to help you?

Children need to understand when dividing by 100 the Dexter uses counters to make a 1-digit number.
number is being split into 100 equal parts and is 100 times
smaller. Children use counters on a place value chart to see
how the digits move when dividing by 100. Children should
make links between the understanding of dividing by 100 and
this more efficient method. To divide the number by 100, we move the counters two columns
Emphasise the importance of 0 as a place holder. to the right.
What is the value of the counters now?
4 ÷ 100 = __ 5 ÷ 100 = ___ ___ = 6 ÷ 100
Here is a two-digit number on a place value chart.
What number is represented on the place value chart?
Why is 0 important when dividing a one or two-digit number by
100?
What is the same and what is different when dividing by 100 on
a Gattegno chart compared to a place value chart? When dividing by 100, we move the digits 2 places to the ______.
What happens to the value of each digit when you divide by 10 72 ÷ 100 =
and 100?
82 ÷ 100 = ___ ___ = 93 ÷ 100 0.23 = ___ ÷ 100
Describe the pattern. Children will Teddy says, Teddy and Mo are
describe the both correct.
7,000 ÷ 100 = 70 pattern they see Children may use
45 divided by 100 is 0.45
700 ÷ 100 = 7 e.g. 7,000 is 10 a place value chart
so I know 0.45 is 100
70 ÷ 100 = 0.7 times bigger than to help them
times smaller than 45
7 ÷ 100 = 0.07 700, therefore the explain their
answer has to be answer.
Can you complete the pattern starting 10 times bigger as
with 5,300 divided by 100? the divisor has Mo says,
remained the
same. 45 divided by 100 is 0.45
so I know 45 is 100 times
For 5,300: bigger than 0.45
5,300 ÷ 100 = 53
530 ÷ 100 = 5.3
53 ÷ 100 = 0.53
Who is correct?
5.3 ÷ 100 = 0.053

Year 5 | Spring Term | Week 9 to 12– Number: Decimals and Percentages
Children learn how to multiply numbers with decimals by 10, Use the place value grid to multiply 3.24 by 10, 100 and 1,000
100 and 1,000 They look at moving the counters in a place
value grid to the left in order to multiply by multiples of 10
Children may have previously made the generalisation that
when a number is ten times greater they put a zero on the
end of the original number. This small step highlights the
importance of understanding the effect of multiplying both When you multiply by ____, you move the counters _____ places to
integers and decimal numbers by multiples of 10. the left.
Use a place value grid to multiply these decimals by 10, 100 and
1,000
4.24 2.401 42.1
What is the value of each digit? Where would these digits move
to if I multiplied the number by 10? Complete the table below.
Why is the zero important in this number? Could we just take it

out to make it easier for ourselves? Why/why not?
What do you notice about the numbers you are multiplying in

the table?

Mo is correct, as Using the digits 0-9 create a number Children will be

you move the with up to 3 decimal places, for example, able to see how
digits 3 places to 3.451 the counter will
Multiplying by 1,000 is the left in both move up a row for
the same as doing cases. multiplying by 10,
10 × 10 × 10 Cover the number using counters on
your Gattegno chart. two rows for 100
and three rows for
1,000. They can
see that this
Do you agree with Mo? happens to each
Explain your answer. digit regardless of
the value.
For example,
3.451 × 10
Explore what happens when you multiply becomes 34.51
your number by 10, then 100, then 1,000
What patterns do you notice? Each counter
moves up a row
but stays in the
same column.
Children learn how to divide numbers with decimals by 10, Use the place value grid to divide 14.4 by 10, 100 and 1,000
100 and 1,000
Children use the place value chart to support the

understanding of moving digits to the right.
Following on from the previous step, the importance of the

place holder is highlighted. When you divide by ____, you move the counters _____ places to
the right.
Fill in the missing numbers in the diagram.
What is the value of each digit? Where would these digits move 24.3
to if I divided the number by 10?
÷ 10 ÷ 10 ÷ 10
Which direction do I move the digits of the number when Fill in the missing numbers in these calculations.
dividing by 10, 100 and 1,000?
34.2 ÷ = 0.342 ÷ 10 = 54.1
÷ 10 = 1.93 ÷ 100
Both girls are Here are three rectangles. Mo is incorrect.

If you multiply a correct, as dividing
number by 1,000, He has multiplied
by 1,000 is the
you can just divide 10 and 100 to get
same as dividing
the answer by 1,000 times
by 10 three times.
1,000 to get back Whitney greater.
The lengths of rectangle B are 10 times
to your original The perimeter of
larger than rectangle A.
number. rectangle A is only
The lengths of rectangle C are 100 times
10 times greater
smaller than rectangle B.
That’s not true, you than rectangle C.
would need to Children may
divide the answer The perimeter of calculate the
by ten three times. rectangle A is 1,000 perimeters of each
times greater than rectangle or may
Eva the perimeter of just notice the
rectangle C. relationship
Who do you agree with? between each.
Explain your thinking.
Do you agree with Mo?
Explain your thinking.

Children make a whole from any number of tenths and Here is a hundred square.
hundredths. How many hundredths are shaded?
They use their number bonds to ten and one hundred to How many more hundredths do you need
support their calculations. Children use pictorial and concrete to shade so the whole hundred square is
representations to support their understanding. shaded?
___ hundredths + ___ hundredths = 1 whole
Here is a rekenrek with 100 beads.

Each bead is one hundredth of the whole.
____ hundredths are on the left.
____ hundredths are on the right.

How many tenths make one whole? 0.____ + 0.____ = 1
How many hundredths make one tenth? Complete the part-whole models.
How many hundredths make one whole? 1 1 2

If I have ___ hundredths, how many more do I need to make
one whole? 0.3 0.34 0.34
Which part-whole model does not match 0.03 + 0.07 does Three bead strings are 0.84 m long Longer because
the hundred square? not equal one altogether. each bead string is
whole so this one 28 cm (0.28 m)
does not match. Would four bead strings be longer or long, and
shorter than a metre? 0.84 + 0.28 = 1.12
which is greater
Explain how you know. than 1 metre.
1 1
0.3 0.7 0.03 0.07

1
0.2 0.3
0.5
Children add decimals within one whole. They use place Use this place value chart to help answer the questions.
value counters and place value charts to support adding
decimals and understand what happens when we exchange
between columns.
Children build on their understanding that 0.45 is 45

hundredths, children can use a hundred square to add
decimals. • What number is one hundredth more?
• Add 0.3, what number do you have now?
• How many more thousandths can I add before the
hundredths digit changes?
What is the number represented on the place value chart? Each box in this hundred square
What digit changes when I add a hundredth? represents one hundredth of the
whole. Use this to answer:
How many hundredths can I add before the tenths place
changes? Explain why. 0.07 + 0.78 0.87 + 0.07
How can the children shade in the hundred square to support
their calculations? Use the column method to complete the additions.
Why does using column addition support adding decimals? 0.45 + 0.5 0.45 + 0.05 0.45 + 0.005
What is the same and what is different?
What mistake has Dora made? Dora has put the 3 Rosie has some digit cards. Largest: 0.951
tenths in the
Smallest: 0.159
thousandths place. 0 1 2 3 4 5
0.41 + 0.3 = 0.413 The correct answer
is 0.71 She uses each card once to make a
number sentence.
Use at least 2 representations to show
why she is incorrect.
Compare the numbers sentences using

<, > or =
0.7 + 0.03 + 0.001 0.07 + 0.3 + 0.1

>
0.4 + 0.1 + 0.05 0.3 + 0.2 + 0.05 =
What is the largest number she can
make? What is the smallest?

Children subtract decimals using a variety of different Here is a number.

methods.
They look at subtracting using place value counters on a
place value grid. Children also explore subtraction as
difference by using a number line to count on from the
smaller decimal to the larger decimal.
Children use their knowledge of exchange within whole • What is three tenths less than the number?
numbers to subtract decimals efficiently. • Take away 0.02, what is your number now?
• Subtract 5 thousandths. What is the final number?
Find the difference between the two numbers using the number
line.
What is the number represented on the place value chart?
What is one tenth less than one?
What is one hundredth less than one? 0.424 0.618
Show me how you know.
If I’m taking away tenths, which digit will be affected? Is this Calculate.
always the case? 0.584 − 0.154 = 0.44 − 0.1 =
How many hundredths can I take away before the tenths place 0.684 − 0.254 = 0.44 − 0.09 =
is affected? 0.685 − 0.255 = 0.44 − 0.11 =
Here are four calculations. Children justify the Strip 1: 0.45 m

Which one is the easiest to answer? order they have
Which one is the trickiest to answer? Strip 2: 0.35 m
given.
Explain your choice of order.
Possible order: The strip of paper is 0.8 m long.
0.45 − 0.3 = 0.45 − 0.23 =
It is cut into two unequal parts.
0.45 − 0.15 = 0.22
(no exchange)
0.45 − 0.23 = 0.45 − 0.15 = 0.3
The difference in lengths between the
two strips of paper is 0.1 m
0.45 − 0.18 = (no exchange with
0)
0.45 − 0.3 = 0.15
(no exchange,
different dp)
0.45 − 0.18 =
0.27 How long are the two strips of paper?
(exchange)

Children find the complements which sum to make 1 Using a blank hundred square, where each square represents one
hundredth, find the complements to 1 for these numbers.
It is important for children to see the links with number
bonds to 10, 100 and 1000 0.55 + =1
This will support them when finding complements to 1, up to
1 = 0.32 +
three decimal places.
Children can use a hundred square, part-whole models and 0.11 + 0.5 + = 1
number lines to support finding complements to one.
Complete the part-whole models.
What number bonds can you use to help you?
How can shading the hundred square help you find the
complement to 1?
How many different ways can you make 1? How many ways do
Use the number line to find the complements to 1
you think there are?
0.324 1
If I add _______, which place will change? How many can I add
to change the tenths/hundredths place? 0.459 1
Tommy has How many different ways can you find a

0.333 + =1 forgotten that path through the maze, adding each
when you have ten number at a time, to make a total of one?
in a place value
I think the answer is 0.777 column you need
because to use your rules
0.3 + 0.7 = 1 of exchanging.
0.03 + 0.07 = 0.1
0.003 + 0.007 = 0.01 e.g.
10 tenths = 1 one
10 hundredths =
1 tenth
10 thousandths =
Once you have found a way, can you
Do you agree with Tommy? 1 hundredth
design your own smaller maze for others
Can you explain what his mistake was?
to solve?
The correct
answer is 0.667

Year 4 and 5 Mixed Age Spring Block 3 Decimals

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© White Rose Maths 2019

Each term has 12 weeks of learning. We are aware that

In this section, content that is discrete to one year group is outlined.

5 © White Rose Maths 2019

Year 4 (Spr B4)

Year 4 (Spr B4) Year 5 (Spr B3) Year 5 (Spr B3)

6 © White Rose Maths 2019

Use Ron’s method to partition 42

9 © White Rose Maths 2019

What fractions and decimals are represented in these diagrams?

How many different ways can we write a tenth?

1.2 is equivalent to 12 Explain your answer.

11 © White Rose Maths 2019

0.2 1.2 0.8

___ ones + ___ tenths = ___

Who has made it correctly?

13 © White Rose Maths 2019

Children use number lines to explore relative scale.

How many equal parts are between 0 and 1?

How many tenths are in one whole?

What is 0.1 metres in millimetres?

14 © White Rose Maths 2019

15 © White Rose Maths 2019

Linked to this, they see that one tenth is ten hundredths.

Children count in hundredths and represent tenths and

How many hundredths are equivalent to 5 tenths? How does

How does Base 10 help you represent the difference between

Children could 5 tenths and 1 hundredth > __ tenths 0, 1, 2, 3 or 4

18 © White Rose Maths 2019

One hundredth is one whole split into _____ equal parts.

What is the same and what is different about a number written

How else could you represent this number?

20 © White Rose Maths 2019

Make the decimals on a place value grid.

0.34 2.15 0.03 1.01

What is a hundredth? Use the sentence stems to describe each number.

21 © White Rose Maths 2019

Use Ron’s method to partition 0.45 in

3.47 2.15 0.6 25.03

Complete the part-whole model in two different ways and write a

0.83 = ____ + 0.03 0.83 = 0.7 + ____

1 1 3 Here is a rekenrek with 100 beads.

The beads are split equally on each side of the rekenrek.

26 © White Rose Maths 2019

Represent the numbers on a place value chart and complete the

46.2 2.64 46.02 40.46

28 © White Rose Maths 2019

Children use their previous knowledge of fractions to aid this

30 © White Rose Maths 2019

They represent them as fractions and as decimals.

Children record the number in multiple representations,

Write two examples of converting

32 © White Rose Maths 2019

They will explore this through different representations which

Complete the table.

How many parts is the square split in to?

How many parts per hundred are shaded/not shaded?

Can we represent this percentage differently? Complete the bar models.

Look at the bar model, how many parts is it split into?

If the bar is worth 100%, what is each part worth?

It must be less 56%

35 © White Rose Maths 2019

Children represent percentages as fractions using the Complete the table.

Children will recognise percentages, decimals and fractions

_ ones + _ tenths = ___

0.83 = + 0.03 0.83 = 0.7 +