Place Value × 10 and ÷ 10
CONCEPTUALRecognise that in a multi-digit number, a digit in one place represents 10 times as much as in the place to its right and 1/10 of what it represents in the place to its left
Mastery Evidence
- Explain that the 4 in 0.04 is 1/10 of the 4 in 0.4
- State that a digit moving one place left is ×10 and one place right is ÷10
- Compare the value of the 6 in 6,000 and in 0.006
Assessment Prompt
“Can [child] explain that in 4.56, the digit 5 is worth 5 tenths — ten times less than the 5 in 54, and ten times more than the 5 in 0.056?”
Prerequisites2
- Tenths (age 9+)softAges 9—10
- Place Value × 10 PatternhardAges 9—10
Show full prerequisite tree
- Decimals for Tenths & Hundredths hard
Decimal notation for 10ths/100ths is prerequisite to extending to thousandths
- Tenths (age 8+) hard
Understanding hundredths is prerequisite to working with 10ths and 100ths together
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Equivalent fractions (age 9+) hard
Generating equivalent fractions supports converting 10ths to 100ths
- Equivalent fractions on a number line hard
Understanding equivalence conceptually is prerequisite to explaining algebraically
- Equivalent fractions hard
Diagram-based equivalent fractions is prerequisite to formal equivalence understanding
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Reading +, −, and = symbols soft
Writing fraction sentences (1/2 of 6 = 3) requires understanding the = sign
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Fractions of amounts hard
Writing fractions and recognising equivalence requires knowing what the fractions mean
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Fraction Notation hard
Writing fractions and recognising equivalence requires 'equivalent fraction' vocabulary
- Fractions of amounts hard
Recognising fractions of shapes/quantities is prerequisite to formal unit fraction understanding
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Fraction Notation hard
Understanding a/b as a parts of 1/b requires numerator, denominator, and unit fraction vocabulary
- Splitting shapes into equal parts (age 7+) hard
Partition into equal shares is prerequisite to understanding unit fractions
- Decomposing a shape into more equal shares hard
Understanding equal shares of different shapes requires concept of more shares = smaller
- Halves & Quarters of Shapes hard
Comparing share sizes requires experience partitioning into halves and quarters
- Finding halves and quarters (age 5+) hard
Partitioning into fourths/quarters extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Finding halves and quarters (age 5+) hard
Partitioning into fourths/quarters extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Fractions on a number line (age 8+) hard
Equivalent fractions as the same point on a number line directly uses the fraction number-line representation
- Fractions on a number line hard
Prior number-line fraction experience feeds into formal unit-fraction placement
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Fractions of amounts hard
Recognising fractions of shapes/quantities is prerequisite to formal unit fraction understanding
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Fraction Notation hard
Understanding a/b as a parts of 1/b requires numerator, denominator, and unit fraction vocabulary
- Splitting shapes into equal parts (age 7+) hard
Partition into equal shares is prerequisite to understanding unit fractions
- Decomposing a shape into more equal shares hard
Understanding equal shares of different shapes requires concept of more shares = smaller
- Halves & Quarters of Shapes hard
Comparing share sizes requires experience partitioning into halves and quarters
- Finding halves and quarters (age 5+) hard
Partitioning into fourths/quarters extends from Y1 understanding of quarters
- Finding halves and quarters (age 5+) hard
Partitioning into fourths/quarters extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Equivalent fractions (age 8+) hard
Generating equivalent fractions with visual models is prerequisite to algebraic explanation of equivalence
- Equivalent fractions on a number line hard
Must understand equivalence before generating equivalent fractions
- Equivalent fractions hard
Diagram-based equivalent fractions is prerequisite to formal equivalence understanding
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Reading +, −, and = symbols soft
Writing fraction sentences (1/2 of 6 = 3) requires understanding the = sign
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Fractions of amounts hard
Writing fractions and recognising equivalence requires knowing what the fractions mean
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Fraction Notation hard
Writing fractions and recognising equivalence requires 'equivalent fraction' vocabulary
- Fractions of amounts hard
Recognising fractions of shapes/quantities is prerequisite to formal unit fraction understanding
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Fraction Notation hard
Understanding a/b as a parts of 1/b requires numerator, denominator, and unit fraction vocabulary
- Splitting shapes into equal parts (age 7+) hard
Partition into equal shares is prerequisite to understanding unit fractions
- Decomposing a shape into more equal shares hard
Understanding equal shares of different shapes requires concept of more shares = smaller
- Halves & Quarters of Shapes hard
Comparing share sizes requires experience partitioning into halves and quarters
- Finding halves and quarters (age 5+) hard
Partitioning into fourths/quarters extends from Y1 understanding of quarters
- Finding halves and quarters (age 5+) hard
Partitioning into fourths/quarters extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Fractions on a number line (age 8+) hard
Equivalent fractions as the same point on a number line directly uses the fraction number-line representation
- Fractions on a number line hard
Prior number-line fraction experience feeds into formal unit-fraction placement
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Fractions of amounts hard
Recognising fractions of shapes/quantities is prerequisite to formal unit fraction understanding
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Fraction Notation hard
Understanding a/b as a parts of 1/b requires numerator, denominator, and unit fraction vocabulary
- Splitting shapes into equal parts (age 7+) hard
Partition into equal shares is prerequisite to understanding unit fractions
- Decomposing a shape into more equal shares hard
Understanding equal shares of different shapes requires concept of more shares = smaller
- Halves & Quarters of Shapes hard
Comparing share sizes requires experience partitioning into halves and quarters
- Finding halves and quarters (age 5+) hard
Partitioning into fourths/quarters extends from Y1 understanding of quarters
- Decimal equivalents of tenths and hundredths hard
Y4 decimal equivalents of 10ths/100ths is prerequisite to formal decimal notation for fractions
- Finding halves and quarters (age 5+) hard
Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters
- What Is a Half? hard
Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- Division as equal sharing hard
Finding a half requires equal sharing into 2 groups — a division concept
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Division as equal sharing/grouping requires understanding subtraction as taking away/separating
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Fraction Notation hard
Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator
- Decimal & Percent Notation hard
Writing decimal equivalents of tenths and hundredths requires decimal point and place-value vocabulary
- Decimal & Percent Notation hard
Using decimal notation for fractions requires decimal, tenths, and hundredths vocabulary
- Place value of each digit hard
Four-digit place value is prerequisite to understanding ×10 relationship between places
- The three digits of a three-digit number hard
Four-digit place value extends three-digit place value
- The teen numbers hard
Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- The two digits of a two-digit number hard
Must understand two-digit place value before extending to hundreds
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
Unlocks4
- Reading and writing numbers (age 10+)softAges 10—11
- Reading and writing numbers to 10,000,000softAges 10—11
- Patterns with Powers of TenhardAges 10—11
- Addition and subtraction strategies (age 10+)softAges 10—11