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The worksheet is aimed at those working towards age expected. 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 _____.

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.

The worksheet is aimed at those working towards age expected. 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?

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 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 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?

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?

The worksheet is aimed at those working towards age expected. 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 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 practise their rounding skills to estimate the answer before working out the calculation, and then use it as a sense-check for their solution.

This is support mat featuring Decimals in Year 4. Significant help for parents, children and teachers. Great for homework and homeschooling. It can be used as a visual display in the classroom or on the desk.

Children learn how to find percentages of amounts. 10% = 10/100. so to find 10% of something, you need to divide it by 10. For example, to find 10% of 700, you need to divide 700 by 10. To find 20%, first find 10% and then multiply by 2.

Children learn how to find percentages of amounts. To find 10% of something, you need to divide it by 10. For example, to find 10% of 700, you need to divide 700 by 10. To find 20%, first find 10% and then multiply by 2.

This is a maze activity where children are required to either solve a word problem or convert a unit of measurement. Answer sheet attached

This maze activity helps children to identify angles on a straight line and half a turn (total 180°). The second worksheet is aimed at those working at age expected. Children work out the unknown angle on a straight line. Includes multiples of 5 and 10. Children should recognise that a half turn is the same as a straight line, meaning that adjacent angles on a straight line sum to 180°. Looking at a protractor will reinforce this point, as children will see that the 0° to 180° line is a straight line. Once children are secure in the understanding that both a half turn and a straight line are equal to 180°, they move on to working out unknown angles on a straight line. The whole (180°) subtract each part; or add the parts first, then subtract from the whole. Ask: What strategies can you use to work out missing angles? Do you need to add or subtract to find the unknown angle? Why? If there is more than one missing angle but they are equal, how can division help you to work them out Answer sheet attached

This maze activity helps children to identify angles on a straight line and half a turn (total 180°). The worksheet is aimed at those working at greater depth. Children work out the unknown angle on a straight line. Includes more than two steps addition. Children should recognise that a half turn is the same as a straight line, meaning that adjacent angles on a straight line sum to 180°. Looking at a protractor will reinforce this point, as children will see that the 0° to 180° line is a straight line. Once children are secure in the understanding that both a half turn and a straight line are equal to 180°, they move on to working out unknown angles on a straight line. The whole (180°) subtract each part; or add the parts first, then subtract from the whole. Ask: What strategies can you use to work out missing angles? Do you need to add or subtract to find the unknown angle? Why? If there is more than one missing angle but they are equal, how can division help you to work them out Answer sheet attached

This maze activity helps children to identify angles on a straight line and half a turn (total 180°). The worksheet is aimed at those working towards age expected. Children work out the unknown angle on a straight line. Includes multiples of 10. Children should recognise that a half turn is the same as a straight line, meaning that adjacent angles on a straight line sum to 180°. Looking at a protractor will reinforce this point, as children will see that the 0° to 180° line is a straight line. Once children are secure in the understanding that both a half turn and a straight line are equal to 180°, they move on to working out unknown angles on a straight line. The whole (180°) subtract each part; or add the parts first, then subtract from the whole. Ask: What strategies can you use to work out missing angles? Do you need to add or subtract to find the unknown angle? Why? If there is more than one missing angle but they are equal, how can division help you to work them out Answer sheet attached

The worksheet sheet is aimed at those working towards age expected. Children calculate 10%, 20% 40% of the whole numbers using a bar model as a support. Answer sheet included.

In this worksheet, children develop their understanding of equivalent fractions within 1, mainly through exploring bar models. Children begin by finding equivalent fractions by splitting up models into smaller parts in a range of different ways. The key learning point is that as long as each of the existing parts are split equally into the same number of smaller parts, then the fractions will be equivalent. A common misconception is that children believe they can only split up existing parts into two equal sections, which limits the number of equivalent fractions that they will find. Children begin to use fraction walls to help create equivalent fraction families. Includes: Core worksheet - with answer sheet