Children use their knowledge of comparing fractions and order a set of three or more fractions. If equivalent fractions are needed, then one denominator will be a multiple of the other(s) so that conversions will not be complicated. C Bar models, fraction walls and number lines could be used to help children to see the relative sizes of the fractions, especially when conversions are needed. Children can consider the position of a fraction relative to 0, 1/2 or 1 whole. With extra reasoning sheet. You can support your child with set of questions: If a set of fractions all have the same denominator, how can you tell which is greatest? If a set of fractions all have the same numerator, how can you tell which is greatest? How can you use equivalent fractions to help? What are all the denominators/numerators multiples of? How can this help you find equivalent fractions? Which of the fractions are greater than 1/2? At first, children may need support to decide the best strategy when there are more than two fractions. Children may not look at both parts of the fractions when making their decisions about the order. You might use these support sentences: When fractions have the same denominator, one with the_____ numerator is the greatest fraction. When fractions have the same numerator, the one with the ______ denominator is the greatest fraction.

With extra reasoning activity sheet. Children use their knowledge of comparing fractions and order a set of three or more fractions. If equivalent fractions are needed, then one denominator will be a multiple of the other(s) so that conversions will not be complicated. C Bar models, fraction walls and number lines could be used to help children to see the relative sizes of the fractions, especially when conversions are needed. Children can consider the position of a fraction relative to 0, 1/2 or 1 whole. You can challenge your child with set of questions: If a set of fractions all have the same denominator, how can you tell which is greatest? If a set of fractions all have the same numerator, how can you tell which is greatest? How can you use equivalent fractions to help? What are all the denominators/numerators multiples of? How can this help you find equivalent fractions? Which of the fractions are greater than 1/2?

In this worksheet, children explore the tenths column in a place value chart, extending their previous learning to include numbers greater than 1. They should know that 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. Links can be made to the equivalence of 10 ones and 1 ten to support understanding. Challenge your children with these questions: What is the decimal point? How many wholes/tenths are in this number?

This reasoning activity. When counting forwards, children should be aware that 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. You can use support sentences: There are _____tenths in 1 whole. 1 whole is equivalent to _____ Ask, “How many tenths make whole?” “If I have ____ tenths in the tenths column, what number do you have?” “If you have 10 in the tenths column, can you make an exchange?”

These worksheets display numbers with up to 2 decimal places. Using a hundred piece of base 10 as 1 whole, a ten piece as a tenth and a one piece as a hundredth shows children that they can exchange, for example, 10 tenths for 1 whole, or 10 hundredths for 1 tenth. A hundred square where each part represents 1 hundredth, or 0.01, can also help children to see the relationship between a hundredth, a tenth and a whole. Children make decimal numbers using place value counters in a place value chart and read and write the numbers, as well as working out the value of each digit in the number. They also explore partitioning decimal numbers in a variety of ways. When reading or writing a number, children may say “one point twenty-four” instead of “one point two four”. When there are hundredths but no tenths in a number, children may forget to include the zero placeholder in the tenths column. You can use these questions to challenge your child. Can you partition the decimal number different ways? How many tens are there in 100? How many ones are there in 10/100? How many 0.1s are there in 1? How many 0.01s are there in 0.1?

This worksheet uses a hundred piece of base 10 as 1 whole. It shows children that they can exchange, for example, 10 tenths for 1 whole, or 10 hundredths for 1 tenth. A hundred square where each part represents 1 hundredth, or 0.01, can also help children to see the relationship between a hundredth, a tenth and a whole. They use place value counters to represent decimal number. Ask, “How can you represent this number using a place value chart?” “What is the value of the digit ____ in the number ____?” You can use this supporting sentence to help your child. ________tenths are equivalent to ______ whole. ________ hundredths are equivalent to ________ tenths. ________hundredths are equivalent to ______ whole. When reading or writing a number, children may say “one point fourteen" instead of “one point one four”. • When there are hundredths and tenths but no ones in a number, children may forget to include the zero placeholder in the ones column.

In this reasoning worksheet children are supported to describe the value of each digit in the decimal numbers. Children read and write the numbers using place value counters in a place value chart, as well as working out the value of each digit in the number. Children use place value counters to represent decimal number. Ask, “What is the value of the digit ____ in the number ____?” You can use this supporting sentence to help your child. ________tenths are equivalent to ______ whole. ________ hundredths are equivalent to ________ tenths. ________hundredths are equivalent to ______ whole. When reading or writing a number, children may say “one point fourteen" instead of “one point one four”. • When there are hundredths and tenths but no ones in a number, children may forget to include the zero placeholder in the ones column.

This is a reasoning worksheet for core students. Children show their preference when it comes to showing the six tenths as a decimal. They must then use all models to show four tenths. As this is the first time that children may encounter decimal numbers and the decimal point, model making, drawing, writing decimal numbers and showing that the decimal point is used to separate whole numbers from decimals is extremely helpful. Children look at a variety of representations of tenths as decimals on the number line. This leads to representing the tenths in the bar models and finally in the place value charts. The place value chart shows how tenths fit with the rest of the number system and to understand the need for the decimal point. Watch for: Children may forget to include the decimal point. Children may confuse the words “tens” and “tenths”. You might ask them: "If a whole is split into 10 equal parts, then what is each part worth?

In this foundation worksheet, children recognise and write decimal equivalents of any number of tenths. It is important that they understand that 10 tenths are equivalent to 1 whole, and therefore 1 whole is equivalent to 10 tenths. Use this knowledge when counting both forwards and backwards in tenths. When counting forwards, you should be aware that 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. Links can be made to the equivalence of 10 ones and 1 ten to support understanding. You might like to use these supporting sentences: There are _____tenths in 1 whole. 1 whole is equivalent to _____ tenths. There is/are _________ whole/wholes and ____ tenths The number is _____.

This is reasoning activity with missing numbers. Ask, “Will you need to make an exchange?” “Which columns will be affected if you need an exchange?” "How do you know? “Does it matter if the numbers have different numbers of digits?” “How do you know if the calculation is an addition?”

In this higher ability worksheet, children use the column method for addition and learn to apply this method to numbers with more than four digits. Ask, “Does it matter if the numbers have different numbers of digits?” “How do you know which digits to “line up” in the calculation?” “How do you know if the calculation is an addition?”

This is reasoning activity where children are using the knowledge of times table and dividing 1 digit number by 10. Ask, “When dividing a number by 10, how many equal parts is the number split into?” They recognise that when using a place value chart, they move all of the digits one place to the right when dividing by 10. Watch for: Children may divide by 10 and put the decimal point in front of the number. Children may move the digits in the wrong direction.

In this worksheet, children find the effect of dividing a 1-digit number by 10, identifying the value of the digits in the answer as tenths. They divide a 1-digit number by 10, resulting in a decimal number with 1 decimal place. The number is shared into 10 equal parts. This can be shown by exchanging each place value counter worth 1 for ten 0.1 counters. They recognise that when using a place value chart, they move all of the digits one place to the right when dividing by 10. Ask, “What number is represented on the place value chart?” " When dividing a number by 10, how many equal parts is the number split into?" “How many tenths are there in 1 whole/2 wholes/3 wholes?”

In this higher ability worksheet, children practise their rounding skills to estimate the answer before working out the calculation, and then use it as a sense-check for their solution.

As this is the first time that children may encounter decimal numbers and the decimal point, model making, drawing, writing decimal numbers and showing that the decimal point is used to separate whole numbers from decimals is extremely helpful. Children look at a variety of representations of tenths as decimals on the number line. This leads to representing the tenths in the bar models and finally in the place value charts. The place value chart shows how tenths fit with the rest of the number system and to understand the need for the decimal point. Watch for: Children may forget to include the decimal point. Children may confuse the words “tens” and “tenths”. You might ask them: "If a whole is split into 10 equal parts, then what is each part worth?

In this reasoning worksheet, children explore the tenths and the hundredths columns in a place value chart, extending their previous learning to include numbers greater than 1. They should know that 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. Links can be made to the equivalence of 10 ones and 1 ten to support understanding. Challenge your children with these questions: What is the decimal point? How many wholes/tenths/hundredths are in this number?

In this foundation reasoning worksheet, children explore the smallest and the greatest decimal numbers. They can use the number cards and the place value chart to solve the question. Children recognise and write decimal equivalents of any number of tenths. It is important that they understand that 10 tenths are equivalent to 1 whole, and therefore 1 whole is equivalent to 10 tenths. Use this knowledge when counting both forwards and backwards in tenths. When counting forwards, you should be aware that 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. Links can be made to the equivalence of 10 ones and 1 ten to support understanding. You might like to use these supporting sentences to extend their learning: There are _____tenths in 1 whole. 1 whole is equivalent to _____ tenths. There is/are _________ whole/wholes and ____ tenths The number is _____.

In this worksheet, children explore the tenths column in a place value chart, extending their previous learning to include numbers greater than 1. It is essential that they understand that 10 tenths are equivalent to 1 whole, and 1 whole is equivalent to 10 tenths. Remind them that when counting forwards, 1 comes after 0.9, and when counting backwards that 0.9 comes after 1. Be aware that when the number of tenths reaches 10, they may call this “zero point ten” and write 0.10 rather than exchanging for 10 tenths for 1 whole.