➜ Textbook 4B p164

Unit 10: Decimals (1), Lesson 1

Tenths 1
1 What numbers do the following representations show?

a) b) O • Tth
1 1
10 10
• 0.1 0.1 0.1 0.1

This shows or . . This shows or . .

c)

The white cubes represent or . .

The grey cubes represent or . .

d)

The white beads represent or . .

The grey beads represent or . .

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 Unit 10: Decimals (1), Lesson 1

2 Complete the models below to show each decimal number:

a) Draw counters to show 0.3.

T O • Tth

b) The ten frame represents one whole. Draw enough counters to

represent 0.8.

3 Complete the following number sentences.

a) 1
= . c) 0.7 =
10

b) 0.3 = d) 6
10
= .

4 Complete the missing numbers on the number line.

0 0.1 0.4 0.7 0.8

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 Unit 10: Decimals (1), Lesson 1

5 Emma has written the value of the place value counter as: 1.10.

1
10

Is she correct or incorrect? Explain your answer.

Emma is correct / incorrect because

6 Alex thinks of a number.

• It is less than 1.
• It has an even digit in the tenths column.
• It can be made with more than 7 counters on a ten frame.

What number is she thinking of?

Alex is thinking of . .

Reflect
How many different ways could you represent the number 0.6?

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 ➜ Textbook 4B p168
Unit 10: Decimals (1), Lesson 2

Tenths 2
1 Look at the representations below. Complete the sentences.

a) O • Tth
1 1 1 1
• 0.1 0.1 0.1

The number . has ones and tenths.

b) O • Tth
1 1 0.1 0.1 0.1 0.1 0.1

•
0.1

The number . has ones and tenths.

c) T O • Tth

The number 40.6 has tens, ones and tenths.

d) T O • Tth

The number . has 7 tens, 5 ones and 1 tenth.

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 Unit 10: Decimals (1), Lesson 2

1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

a) What number is shaded above?

The shaded parts represent or . .

b) Shade the following fraction strip to show 2.3.

1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

3 Match each statement to the correct number.

This number has 7 tenths. 74.5

The digit in the tenths column is 1 more

7.6
than the digit in the ones column.

There are more ones than tenths. 0.7

This number has 15 tenths. 1.5

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 Unit 10: Decimals (1), Lesson 2

4 How can you write the number shown, as a decimal?

O • Tth
I will use a ten frame
0.1 0.1 0.1 0.1 0.1 to help me see how
• to write this number.
0.1 0.1 0.1 0.1 0.1

The number shown is .

5 Answer the following problems using the digit cards.

6 7 2 8
a) The largest number that can be made is . .

b) The smallest number that can be made is . .

c) 82 < . < 83 82 < . < 83

Reflect
Max says 12.3 has 1 in the tenths column. Is Max correct? What is the value
of each of the digits?

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 ➜ Textbook 4B p172
Unit 10: Decimals (1), Lesson 3

Tenths 3
1 What is the length of each bug?

a) b)

0 1 2
0 1

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
cm cm

The worm is The ladybird is

. cm long. . cm long.

2 How much water is in each of the containers below?

a) b)

10 ml 16 ml

10 ml 16 ml

0 ml 0 ml

The container holds The container holds

. ml of water. . ml of water.

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 Unit 10: Decimals (1), Lesson 3

3 a) How long is the grasshopper?

The grasshopper is . cm long.

9 10

0 1 2 3 4 5 6 7 8 9 10
cm

b) Another grasshopper is 0.7 cm shorter. How long is the second

grasshopper?

0 1 2 3 4 5 6 7 8 9 10

The second grasshopper is . cm long.

4 Complete the bottom scale to show the decimal equivalent of

each fraction.

8 9 1 2 3 4 5 6 7 8 9 1 2
3 10 3 10 4 4 10 4 10 4 10 4 10 4 10 4 10 4 10 4 10 4 10 5 5 10 5 10

3.8 4.5 5

5 Record the position of the following numbers on the

number line below.

3.9 4 1
2
4.6 5.0

4.3

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 Unit 10: Decimals (1), Lesson 3

6 The number line below has not been labelled correctly.

Explain the mistake that has been made. Then rewrite

the number line correctly.

4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21

The mistake that has been made is

Reflect
5 4
10
is the same as 5.4.

Explain how you know if this is true.

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 ➜ Textbook 4B p176
Unit 10: Decimals (1), Lesson 4

Dividing by 10 1
1 Complete the following calculations. Use the place value chart
to help you.

a) O • Tth O • Tth
1 1 0.1 0.1 0.1 0.1 0.1

• 0.1 0.1 0.1 0.1 0.1

• 0.1 0.1 0.1 0.1 0.1

0.1 0.1 0.1 0.1 0.1

2 ones = tenths

tenths ÷ 10 = tenths

2 ÷ 10 = .

b) O • Tth
1 1 1 1 1

1 1 1
•

8 ones = tenths

tenths ÷ 10 = tenths

So 8 ÷ 10 = .

c) O • Tth
1 1 1 1 1

1 1
•

7 ÷ 10 = .

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 Unit 10: Decimals (1), Lesson 4

2 Complete the following bar model and record the calculation that
it represents.

÷ =

3 Max says, ‘1 divided by 10 is equal to 10 tenths.’

O • Tth O • Tth
1 0.1 0.1 0.1 0.1 0.1

• • 0.1 0.1 0.1 0.1 0.1

Explain Max’s mistake and give the correct answer.

4 Complete the following calculations.

a) 6 ÷ 10 = 0. e) ÷ 10 = 0.4

b) 8 ÷ = 0.8 f) 0.5 = ÷ 10

c) 1 ÷ 10 = g) 0.3 = 3 ÷

d) 0 ÷ 10 = h) ÷ 10 = 1

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 Unit 10: Decimals (1), Lesson 4

5 Do you agree or disagree with the following calculation?

5 ÷ 10 = 2

I agree / disagree because

6 What patterns can you spot in the following calculations?

1 ÷ 10 = 0.1

2 ÷ 10 = 0.2

3 ÷ 10 = 0.3

I notice that

Reflect
Explain how to divide a 1-digit number by 10.

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 ➜ Textbook 4B p180
Unit 10: Decimals (1), Lesson 5

Dividing by 10 2
1 Complete the following calculations.

a) 2 tens = ones T O • Tth

10 10 1 1 1 1
•
ones ÷ 10 = ones
T O • Tth
1 1 1 1 1 0.1 0.1 0.1 0.1 0.1

4 ones = tenths 1 1 1 1 1 0.1 0.1 0.1 0.1 0.1

1 1 1 1 1 0.1 0.1 0.1 0.1 0.1

tenths ÷ 10 = tenths 1 1 1 1 1 0.1 0.1 0.1 0.1 0.1

• 0.1 0.1 0.1 0.1 0.1

0.1 0.1 0.1 0.1 0.1

So, 24 ÷ 10 = ones and 0.1 0.1 0.1 0.1 0.1

0.1 0.1 0.1 0.1 0.1

tenths = .

T O • Tth
b) 4 tens = ones 10 10 10 10 1 1 1 1 1
•

ones ÷ 10 = ones

5 ones = tenths

tenths ÷ 10 = tenths

So, 45 ÷ 10 = ones and tenths = .

T O • Tth
c) 51 ÷ 10 =
10 10 10 10 10 1
•

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 Unit 10: Decimals (1), Lesson 5

2 Complete the bar model and the calculation it represents.

28

÷ =

3 Describe what happens to each digit when you divide 47 by 10.

T O • Tth
•

4 Are the following calculations true or false? Circle your answer.

43 ÷ 10 = 3.4 True / False

10 ÷ 43 = 4.3 True / False

43 ÷ 10 = 4.3 True / False

4.3 = 43 ÷ 10 True / False

5 Complete the following calculations.

a) 46 ÷ 10 = d) = 39 ÷ 10

b) ÷ 10 = 1.8 e) ÷ 10 = 3.9

c) ÷ 10 = 7.2 f) 6.5 = ÷ 10

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 Unit 10: Decimals (1), Lesson 5

6 Is the following statement always, sometimes or never true?

Provide examples to support your answer.

‘A 2-digit number divided by 10 will always have an answer with a

digit in the tenths column.’

Always true Sometimes true Never true

7 How many different ways is it possible to complete

the following using a 2-digit number?

7.9 > ÷ 10 > 7.3

ways.

Reflect
What is the same and what is different about dividing a 1-digit number by
10 and dividing a 2-digit number by 10?

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 ➜ Textbook 4B p184
Unit 10: Decimals (1), Lesson 6

Hundredths 1
1 Complete the following so that the hundredths grid, fraction and
decimal in each part are equivalent to each other.
a)

.
100

b)

14
.
100

c)

0.05

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 Unit 10: Decimals (1), Lesson 6

2 How could the following be written as a fraction and as a decimal?

1 1 1 1 1 1 1 1 1 1
100 100 100 100 100 100 100 100 100 100

or .

3 Complete the table.

16 18 22
Fraction: 100 100 100

Decimal: 0.16 0.20

4 Complete these equivalent fractions and decimals.

32
a) = 0. f) = 0.52
100 100

b) 0.27 = g) 0.59 =
100

c) 0.39 = h) = 0.93

d) Nineteen hundredths i) Ninety hundredths

= . = .

e) 0.46 = hundredths j) 0.03 = hundredths

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 Unit 10: Decimals (1), Lesson 6

5 Jamie says 0.2 of the grid is shaded.

There are more than

2 squares shaded on
the hundredths grid,
so I wonder if Jamie
is correct.

Do you agree or disagree with Jamie? Explain your answer.

Reflect
0.07 = 7
100

Explain how you know that this calculation is true.

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 ➜ Textbook 4B p188
Unit 10: Decimals (1), Lesson 7

Hundredths 2
1 Complete these questions so that the diagram, fraction and decimal
in each part are all equivalent.
a)

.
100

b)

0.01 0.01 0.01 0.01 0.01

0.01 0.01 0.01 0.01 0.01 .

100
0.01 0.01 0.01 0.01

c)

0.15

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 Unit 10: Decimals (1), Lesson 7

2 Mo, Isla and Zac have shared 100 counters between them.

Use the bar model to calculate what fraction of the whole each child
has. Record this as a decimal.

100
Isla 45 Mo 23 Zac ?

Mo has , or .
100

Isla has , or .
100

Zac has , or .
100

3 Use the digits 0 and 5 to complete the calculation below.

Each digit can be used more than once.

. + . =1

4 Emma has 100 cards. She loses 17 of them. What fraction of the cards
does she have left? Give your answer as a decimal too.

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 Unit 10: Decimals (1), Lesson 7

5 Luis writes the number of shaded squares as

0.5 of the hundredths grid.

Do you agree or disagree with Luis?

I agree / disagree because

6 Ebo has been asked to show 0.40 on a hundredths grid.

He doesn’t think this is possible as he thinks there are

0 hundredths in 0.40.

What advice would you give Ebo to help him to understand

that it is possible to show 0.40 on a hundredths grid.

Reflect
How many different ways can the following be completed?

0.3 < < 0.4

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 ➜ Textbook 4B p192
Unit 10: Decimals (1), Lesson 8

Hundredths 3 Remember that

10 hundredths are
1 Complete the sentences. equal to 1 tenth.
a) O • Tth Hth
• 0.1 0.1 0.1 0.01 0.01 0.01 0.01 0.01

The tenth counters represent 0.3.

The hundredth counters represent 0.05.

tenths and hundredths make 0. .

b) O • Tth Hth
• 0.1 0.1 0.1 0.1 0.1 0.01 0.01 0.01

The tenth counters represent .

The hundredth counters represent .

tenths and hundredths make 0. .

c)
0.1 0.1 0.1 0.1

0.01 0.01 0.01 0.01 0.01

The tenth counters represent .

The hundredth counters represent .

tenths and hundredths make 0. .

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 Unit 10: Decimals (1), Lesson 8

2 Complete the following part-whole models.

a) c)
0.67 0.87

0.6 0.07

b) d)
0.82

0.02 0.7 0.05

3 Complete the following expressions.

a) 0.37 = 3 tenths and hundredths

b) 0.37 = 2 tenths and hundredths

c) 0.37 = 1 tenth and hundredths

d) 0.37 = hundredths

O • Tth Hth
0.1 0.1 0.1 0.01 0.01 0.01 0.01 0.01

• 0.01 0.01

4 Complete the following.

a) 0.47 = 0. and 0. d) 0.51 = 0. and 0.

b) 0.3 and 0.05 = . e) 0.09 and 0.3 = .

c) 0.4 and . = 0. 6 f) 0.3 = 0. and 0.07

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 Unit 10: Decimals (1), Lesson 8

5 Luis has the following place value counters.

0.01 0.01 0.01 0.01 0.01 0.01 0.1 0.1 0.1

He writes the number as 0.63.

Do you agree or disagree with Luis? Explain your answer.

6 Lee has the following place value counters. He adds

them to a place value grid one by one. What number is
represented after each counter is added?

0.1 0.1 0.1 0.01 0.01 0.1 0.01 0.01 0.01 0.01 0.01 0.01 0.1 0.01 0.01

Reflect
Explain how 57 hundredths can be made up of tenths and hundredths.
How many different ways can you find to do it?

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 ➜ Textbook 4B p196
Unit 10: Decimals (1), Lesson 9

Dividing by 100
1 Complete the following calculations.

a) 5 ÷ 100

5 ones = hundredths

hundredths ÷ 100 = hundredths

So, 5 ÷ 100 = .

b) 11 ÷ 100

10 squares split into 10 parts means there are tenths.

tenths ÷ 100 = tenth(s)

1 square split into 100 pieces means there are hundredths.

hundredths ÷ 100 = hundredth(s)

11 ÷ 100 = .

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 Unit 10: Decimals (1), Lesson 9

2 Aki is dividing 15 by 100.

I have noticed that when you divide

by 100 the digits move columns.

T O • Tth Hth
1 5 •

Explain what happens to the digits when you divide by 100.

3 Complete the calculations using the examples in bold to help you.

7 ÷ 100 = 0.07 13 ÷ 100 = 0.13 45 ÷ 100 = 0.45

a) 8 ÷ 100 = c) 14 ÷ 100 = e) 55 ÷ 100 =

b) 9 ÷ 100 = d) 15 ÷ 100 = f) 65 ÷ 100 =

4 Are the following statements true or false? Write your answer in

the table.

When you divide by 100:

True or False?
The digits change.
Any digit in the ones column moves to the tenths
column.
Any digit in the tens column moves to the tenths
column.
1
Each digit becomes 100 of the value.

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 Unit 10: Decimals (1), Lesson 9

5 Complete the following calculations.

a) 54 ÷ 100 = e) 35 ÷ 100 =

b) ÷ 100 = 0.63 f) ÷ 100 = 0.36

c) 0.05 = ÷ 100 g) 0.5 = ÷ 100

d) = 32 ÷ 100 h) = 23 ÷ 100

6 a) If I divide 45 by 100, what will the value of the digit 5

be in the answer?

The value of the digit 5 in the answer is .

1
b) If I find 100 of 59, what will the value of the digit 9 be in
the answer?

The value of the digit 9 in the answer is .

Reflect
Explain how knowing 12
100
= 0.12 helps you work out 12 ÷ 100.

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 ➜ Textbook 4B p200
Unit 10: Decimals (1), Lesson 10

Dividing by 10 and 100

1 a) There are 10 boxes of plates.

The total mass of the boxes is 45 kg.

What is the mass of each box?

45

The mass of each box is kg.

b) Bowls come in boxes of 10.

The mass of 10 boxes is 30 kg.

What is the mass of each bowl?

The mass of each bowl is kg.

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 Unit 10: Decimals (1), Lesson 10

2 What calculation does the bar model represent?

83
8.3

÷ =

3 Circle the value of the underlined digit in 12.13.

3 hundreds 3 tenths 3 ones 3 hundredths

4 Complete the following calculations.

a) 56 ÷ 10 = . c) 72 ÷ 10 = .

56 ÷ 100 = . 72 ÷ 100 = 0.

b) ÷ 10 = 3.4 d) 14 ÷ = 1.4

÷ 100 = 0.34 14 ÷ = 0.14

5 Complete the following equations.

a) 68 ÷ 10 = . d) 4.9 = 49 ÷

b) 46 ÷ 100 = . e) 0.97 = ÷ 100

c) . = 18 ÷ 100 f) 0 ÷ 100 =

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 Unit 10: Decimals (1), Lesson 10

6 a) Danny divides a number by 10 and he gets 9.6.

What would he get if he divided his number by 100?

Explain your working.

b) Bella divides a number by 100 and gets 0.07. What does Bella get
if she divides her number by 10?

Explain your working.

7 Prove that 101 of 7 is equal to 1

100
of 70. Show your working.

Reflect
Explain the link between dividing a number by 10 and dividing the same
number by 100.

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 ➜ Textbook 4B p204
Unit 10: Decimals (1)

End of unit check

My journal

1 How many different numbers can you make using the digit cards
below? You must use all the cards in each number you make.

• 3 4 1

2 Choose one of the numbers you have made and represent it in as many
different visual ways as possible. What is the value of these digits?

Power check
How do you feel about your work in this unit?

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 Unit 10: Decimals (1)

Power play

• In pairs, use a spinner, like the one shown, to make a journey through
the grid.

• If you move off the grid (for example, if you spin 0.1 less or 0.01 less
on your first go), then you move back to (or stay on) 0.01 and it is your
partner’s turn.

• Who can get the furthest after 12 goes?

0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.10

0.11 0.12 0.13 0.14 0.15 0.16 0.17 0.18 0.19 0.20

0.21 0.22 0.23 0.24 0.25 0.26 0.27 0.28 0.29 0.30
0.1
0.31 0.32 0.33 0.34 0.35 0.36 0.37 0.38 0.39 0.40 more
0.01 0.1
0.41 0.42 0.43 0.44 0.45 0.46 0.47 0.48 0.49 0.50 less less

0.51 0.52 0.53 0.54 0.55 0.56 0.57 0.58 0.59 0.60
0.01 0.01
more more
0.01
0.61 0.62 0.63 0.64 0.65 0.66 0.67 0.68 0.69 0.70 less

0.71 0.72 0.73 0.74 0.75 0.76 0.77 0.78 0.79 0.80

0.81 0.82 0.83 0.84 0.85 0.86 0.87 0.88 0.89 0.90

0.91 0.92 0.93 0.94 0.95 0.96 0.97 0.98 0.99 1.00

Here is an example:

• Player 1 starts on 0.01.

• On their first go, player 1 spins 0.01 more, so they count on 1 hundredth
and move to 0.02.

• On their second go, player 1 spins 0.1 more, so moves from 0.02 to 0.12.
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