Maths Year 3/4 Summer Decimals

Day 1
Use a landmarked line to model rounding 1-place decimals to the nearest whole.
Further Teaching with Y3
Use landmarked money line to model rounding to nearest pound.
Group Activities: T with Y3
Y3 -- Create amounts of money; round to the nearest pound.
Y4 -- Mark decimal numbers on a landmarked line and circle the nearest whole number.
-- Mark numbers with one decimal place on empty 0–10 number lines. Write numbers with one decimal place that round up and down to a given whole.

Day 2
Counting beyond 999 using an incomplete 1001 to 1100 grid. Make 4-digit numbers with place value cards.
Further Teaching with Y4
Use the ITP Moving digits to model multiplying and dividing by 10 and 100.
Group Activities: T with Y4
Y3 -- Find missing numbers on a 1001–1100 number grid (differentiated grids provided).
-- Give clues for a mystery number on a 1001–1100 number grid (differentiated grids provided).
Y4 -- Use number cards on a place value grid to multiply and divide 1-digit numbers by 10/100.
-- Explore multiplying and dividing by 10 and 100 on a place value chart (100s to 0.01s).

Day 3
Play the ‘Nice/Nasty’ 4-digit game. Model finding differences between larger numbers using Frog (e.g. 1987 and 2003).
Further Teaching with Y4
Work through further examples of multiplying and dividing by 10 and 100 using digit cards and a cardboard box ‘function machine’.
Group Activities: T with Y3
Y3 -- Use Frog to find the difference between pairs of numbers by counting up.
Y4 -- Use the function machine with place value grids to multiply by 10 and by 100 (numbers with one and two decimal places).

Day 4
Use a money place value grid to develop understanding of coin values (£/p).
Further Teaching with Y4
Use a decimal place value chart to model place value addition and subtraction.
Group Activities: T with Y4
Use the in-depth problem-solving investigation ‘Maths detectives’ as today’s group activity.
Or, use these activities:
Y3 – Investigation: How many amounts of money from £1 to £10 use the digit 9 at least once?
Y4 -- Use place value to add and subtract to/from 2-place decimals.

Day 5
Use place value to solve money problems, e.g. £3.65 – 60p, £4.08 + 10p.
Further Teaching with Y4
Use place value to solve measures problems, e.g. 2.34m + 4cm, 1.34m – 20cm.
Group Activities: T with Y3
Y3 -- Add and subtract multiples of 10p to and from given prices.
Y4 -- Convert distances in m to cm, or vice versa, to help solve measures problems.
-- Solve measures problems. Recognise which digit will change when a number of m or cm is added.

• ‘0–10 landmarked line’ (see resources)
• ‘0–£5 landmarked line’ (see resources)
• Number cards 0–9 (one set per pair), sets of number cards 0–9 with an extra 0
• ‘0–£10 landmarked line’ (see resources)
• Cards to write amounts of money, coloured pencils, mini-whiteboards and pens, calculators
• ‘0–10 landmarked lines’ (see resources)
• ‘Fill in the missing numbers’ Sheets 1 to 3 (see resources)
• 1000s, 100s, 10s and 1s place value cards
• ITP Moving digits
• ‘1001–1100 grid’ (see resources)
• ‘1010– 2000 grid’ (see resources)
• ‘Place value grid’ (see resources)
• ‘Place value chart’ (see resources, copy onto A3 paper)
• Cardboard box with two slots, cards with × 10, × 100, ÷ 10 and ÷ 100
• ‘Place value chart’ (see resources)
• ‘Adding and subtracting money’ (see resources)
• ‘Adding and subtracting’ (see resources)
• ‘Money place value grid’ (see resources)
• £1, 10p and 1p coins
• ‘Snail journeys’ (see resources)
• ‘Measurement problems’ (see resources)
• Flipchart and pens
• Plain cards and pens

Day 1
Count in steps of 20

Day 2
Measure a line in cm

Day 3
Round distances (1 decimal place) to the nearest whole cm

Day 4
Add and subtract multiples of 10p

Day 5
Read, then convert analogue times to digital

Day 1
Y3 Round money amounts.
Y4 Round numbers with one decimal place.

Day 2
Y3 Use place value to determine ‘Mystery Numbers’.
Y4 Multiply and divide by 10 and 100.

Day 3
Y3 Find the difference.
Y4 Multiply and divide by 10 and 100.

Day 4
Y3 Find ‘in between’ amounts.

Y4 Carry out decimal place value addition and subtraction.

Day 5
Y3 Add and subtract £1s, 10ps and 1ps.
Y4 Solve measurement problems.

Y3

• Round these amounts to the nearest £1:
  £1.67
  £2.09
  £9.45
• Partition each of these numbers. Write your answer as an addition sentence, e.g. 254 = 200 + 50 + 4
  363, 6147, 5692, 1026, 7003
• Use Frog to calculate the differences:
  4010 – 3547
  3004 – 1996
  6100 – 4653
• Each of these amounts increases by £1.20. What are the new prices?
  £4.50, £7.33, £2.58, £9.90, £12.49

Y4

• Write the missing numbers in each sequence:
  4.55, 4.56, 4.57, ☐, ☐, ☐, ☐
  1.05, 1.04, 1.03, 1.02, ☐, ☐, ☐, ☐
  5.45, 5.46, 5.47, ☐, ☐, ☐, ☐
  9.56, 9.66, 9.76, ☐, ☐, ☐, ☐
• Add 0.01 five times to each number.
  -- 4.87
  -- 3.07
  -- 7.98
• The height of four trees is shown. Each tree grows 45cm. Write their new heights.
  (a) Poplar: 29.5m
  (b) Willow: 25.3m
  (c) Aspen: 11.6m
  (d) Cedar: 6.8m

In-depth Investigation: Maths detectives
Children use clues to find an amount of money/number with two decimal places.

Y3
On All Fours
Investigating the properties of numbers that divide by 4 to give a whole number answer.

Y4
Tiny Hops
Counting on and back in 0.1s; adding/subtracting tenths, e.g. 1.8 + 0.4.

Day 1
Make 2 place decimal numbers. Model comparison using < and > signs.
Further Teaching with Y3
Model practical measuring activities to introduce and explore using litres and millilitres.
Group Activities: T with Y4
Y3 -- Accurately measure different cup capacities.
Y4 -- Use digit cards on a place value grid to compare numbers with two decimal places.
-- Use digit cards to compare and order two, then three numbers with two decimal places.

Day 2
Model further practical measuring activities using litres and millilitres, measuring in 100ml increments to 2 litres.
Further Teaching with Y4
Model ordering 2-place decimal numbers using tags on a 0–100 bead bar.
Group Activities: T with Y3
Use the in-depth problem-solving investigation ‘Litre challenge’ as today’s Y3 group activity.
Or, use these activities:
Y3 -- Measure and compare the capacity of various containers.
Y4 -- Play a game marking numbers with two decimal places on landmarked lines.
-- Use more than/less than clues to identify numbers with two decimal places on landmarked lines.

Day 3
Model a practical measuring activity using rulers, writing lengths in cm and mm.
Further Teaching with Y4
Use a bead bar and a decimal number square to count in tenths and hundredths.
Group Activities: T with Y4
Y3 -- Accurately measure classroom objects in centimetres and millimetres.
Y4 -- Use counting on and back in 0.1s and 0.01s to fill in missing numbers in a 0.01–1 square.
-- Work backwards to identify starting numbers when adding/subtracting 0.1s/0.01s.
-- Fill in a row and column of a 0.01–1 square; identify the numbers in ‘crosses’ drawn on the 0.01–1 square.

Day 4
Model counting on and back in decimals on a decimal 100-square.
Further Teaching with Y3
Model measuring accurately with a metre stick converting between metres and centimetres.
Group Activities: T with Y4
Y3 -- Accurately measure a number of classroom objects in metres and centimetres.
Use the in-depth problem-solving investigation ‘Decimals in a Row’ as today’s Y4 group activity.
Or, use these activities:
Y4 -- Play a game adding and subtracting hundredths on a completed 0.01–1 square.
-- Play a game adding and subtracting hundredths on a completed or blank 0.01–1 square.

• Large and small number cards 0–9
• Mini-whiteboards and pens
• Measuring jugs, mineral water bottle, mug, range of containers, washing-up bowl, cm/mm rulers, metre sticks, trundle wheels
• ‘Place value grid’ (see resources)
• 2-litre mineral water bottle, funnel, 100ml measure
• 100 bead bar and tags
• Counting stick
• Mug labelled 300ml
• ‘0–1 landmarked number line’ (enlarge as necessary, see resources)
• Red and blue felt tip pens
• Flipchart and pens
• ‘Blank 0.01–1 square’ (see resources)
• Range of classroom objects to measure
• ‘Measuring lengths’ (see resources)
• ‘0.01–1 square’ (see resources)
• ‘0.01–1 square’ (completed, see resources)
• ‘Measuring in metres’ (see resources)
• 0–9 dice, 1–6 dice, counters

Day 1
Division facts for 6 times table

Day 2
Tell me about a number

Day 3
How many ml in a litre, mm in a cm, g in a kg?

Day 4
Write lengths between 3m and 4m, then put in order

Day 1
Y3 Convert between millilitres and litres.
Y4 Compare and order numbers with two decimal places.

Day 2
Y3 Convert between millilitres and litres.
Y4 Place decimals on a line.

Day 3
Y3 Convert lengths (cm/mm).
Y4 Add and subtract 0.1 and 0.01.

Day 4
Y3 Convert lengths (m/cm).
Y4 Add and subtract 0.1 and 0.01.

Y3

• Estimate how many egg cups will fill a teapot. Measure the capacity of each, then calculate how many will fill it.
• True or false?
  Twenty lots of 100ml is the same as 1 litre.
  Five mugs holding 200ml of tea will be a litre of tea.
  Six lots of 250ml is the same as one and a half litres.
• How much do you estimate a full paper cup of water weighs? Weigh it. Find its capacity. What do you notice?

Y4

• Draw a line. Label one end 0 and the other end 1.
  Mark the tenths as 0.1, 0.2, etc. Now mark these fractions as accurately as you can, using the decimal fraction, e.g. 0.29
  -- 25⁄100
  -- 33⁄100
  -- 3⁄100
  -- 51⁄100
  -- 70⁄100
  -- 3⁄4
• Write two decimal numbers between each pair:
  (i) 1.4 and 1.5
  (ii) 3.9 and 4
  (iii) 2.75 and 2.8
  (iv) 0.4 and 0.43

Y3 In-depth Investigation: Litre Challenge
Children use their knowledge of litres and millilitres to help them solve a logic puzzle.

Y4 In-depth Investigation: Decimals in a Row
Play a dice game on a 0.01–1 square, aiming to get four numbers in any row or column.

Y3
Tumbler Teaser
Measuring in centimetres and millimetres; measuring to the nearest 25 millimetres.

Y4
Inbetweenies
Placing numbers with one decimal place on a 0–10 line, with only whole numbers marked.