# Maths Year 4 Summer Decimals and Fractions

Each unit has everything you need to teach a set of related skills and concepts.

## Introduction: 1- and 2-place decimals(suggested as 3 days)

### Planning and Activities

Day 1 Teaching
Show a 0–10 landmarked line. Point to around 7.3. What number would be here? Call out numbers with one decimal place and ask children to place them on the line. Remind children that 0.1 is one tenth. So 7.3 is seven and three tenths, etc. Round each number to the nearest whole. Repeat with a new set of 1-place decimal numbers between 0 and 1.
Group Activities
Use the ‘Connect 3’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Make a 2-digit number with one decimal place. Mark the number on a landmarked line, and circle the nearest whole.
-- Mark numbers with one decimal place between two whole numbers. Then round to the nearest whole.
-- Play a game, marking 1-place decimal numbers on empty 0–10 lines. Write numbers with one decimal place that round up and down to a given whole.

Day 2 Teaching
Using the ITP Moving digits, make 5. Click on ÷10. Agree that it is now worth a tenth of the value and has moved one place to the right. We need a zero before the decimal point to indicate no whole numbers. Click on ÷10 again. This 5 is now worth 5 hundredths, written 0.05, read as zero point zero five. Point out the 0 to show that there are no longer any tenths.
Group Activities
-- Use number cards on a place value grid to ×/÷ 1-digit numbers by 10/100.
-- Explore × and ÷ by 10 and 100 on a place value chart (100s to 0.01s).

Day 3 Teaching
Draw a large decimal point on the flipchart. Ask two children to stand on either side, holding large number cards 2 and 5 to show 2.5. Discuss what happens when you divide this by 10. Repeat, showing how we divide 2- and 3-digit numbers by 100 and 1-place decimals by 10 to get 2-place decimals. Play with a ×/ ÷ by 10/100 ‘function machine’.
Group Activities
-- Use the function machine with place value grids to multiply by 10 and 100 (numbers with one or two decimal numbers).
-- Use the function machine to support ×/÷ by 10 and by 100.

### You Will Need

• 0–10 landmarked line (see resources)
• Number cards 0–9 and extra zero cards
• Coloured pencils
• ITP: Moving digits
• Whiteboards and pens
• Place value grid (see resources),
• Place value chart (see resources)
• Calculators
• Large number cards 0–9
• Cardboard box with two slots
• Cards with ×10, ×100, ÷10 and ÷100
• Plain cards and pens

### Mental/Oral Maths Starters

Suggested for Day 1
Convert mm to cm, and vice versa (simmering skills)

Day 2
Multiply numbers with one decimal place by 10 (pre-requisite skills)

Suggested for Day 3
Convert cm to m and vice versa (simmering skills)

### Worksheets

Day 1
Place 1-place decimals on landmarked lines, round them to the nearest whole.

Day 2
Multiply and divide numbers by 10 and 100. Find missing numbers that have been multiplied or divided by 10 or 100 to give the stated answer.

Day 3
Identify the input or output in function machines that multiply or divide by 10 or 100.

### Mastery: Reasoning and Problem-Solving

• Write these numbers in order, smallest to largest: 0.3, 1, 0.9, 1.1, 0.1, 1.2, 0.5
• Write the smallest and largest 1-place decimal numbers which both round to 5 as the nearest whole number.
• Divide each of these numbers by 10: 5.4, 0.3, 91.9, 15.6. Write the four numbers in order, smallest to largest.
• Write each fraction as a decimal number:
-- sixty-five hundredths
-- five hundredths
-- four tenths
-- eleven hundredths
Now write the four numbers in order, smallest to largest.

In-depth Investigation: Connect 3
Children play a dice game on a 0–10 number line, aiming to get three numbers in a row.