In this worksheet, children subtract whole numbers with more than four digits, including using formal written methods (columnar subtraction). Place value chart and place value counters can be used for support. It is useful when performing calculations that require an exchange. Squared paper and labelled columns will support children in placing the digits in the correct columns. Children experience both questions and answers where zero appears in columns as a placeholder. For a support ask, “Which number goes at the top when using the column method?” “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 a subtraction?”

In this worksheet, children subtract whole numbers with more than four digits, including using formal written methods (columnar subtraction). Place value chart and place value counters can be used for support. It is useful when performing calculations that require an exchange. Squared paper and labelled columns will support children in placing the digits in the correct columns. Children experience both questions and answers where zero appears in columns as a placeholder.

In this worksheet, children revisit the use of the column method for addition and learn to apply this method to numbers with more than four digits. As a support in this step the place value counters, and place value charts will be extremely helpful. These representations are particularly useful when performing calculations that require an exchange. Ask, “Will you need to make an exchange?” “Which columns will be affected if you do need exchange?” " How do you know?" Watch for: Children may not line up the numbers in the columns correctly.

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.

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 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 worksheet, children revisit the use of the column method for addition and learn to apply this method to numbers with more than four digits. As a support in this step the place value counters, and place value charts will be extremely helpful. These representations are particularly useful when performing calculations that require an exchange. Ask, “Will you need to make an exchange?” “Which columns will be affected if you do need exchange?” " How do you know?" Watch for: Children may not line up the numbers in the columns correctly.

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?”

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 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 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 _____.

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 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?”

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.

This is reasoning activity targeted at Year 5. Before children attempt this worksheet, they should attempt to order fractions in the main worksheet displayed on the website. Bar models, fraction walls and number lines will still be useful to help children to see the relative sizes of the fractions, especially when conversions are needed. Children should look at the set of fractions as a whole before deciding their approach, as comparing numerators could still be a better strategy for some sets of fractions.

This is reasoning activity targeted at lower ability Year 4. The number line in this question is a visual resource to support the understanding of decimal numbers. Before children attempt this worksheet, they should encounter, practice writing and reading decimal numbers and the decimal point, model making, drawing and showing that the decimal point is used to separate whole numbers from decimals in the main worksheet displayed on the website. 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? "If a whole is split into 10 equal parts, then what are the three parts worth?

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.