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Tenths

CONCEPTUAL
Mathematics›Fractions|Ages 7—8|ID: mt_YzM5goBctT

Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and from dividing one-digit numbers or quantities by 10

Mastery Evidence

  • Count: one tenth, two tenths, three tenths … up to ten tenths (one whole)
  • Show that dividing a shape into 10 equal parts gives tenths
  • Explain that 3 ÷ 10 = 3/10

Assessment Prompt

“If [child] splits a chocolate bar with 10 equal pieces, can they tell you each piece is one tenth — and count up from 1/10 to 10/10 in order?”

Curriculum Standards1 alignment

Ma/KS2/Y3/F/1The national curriculum in England
Count in tenths

count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

Mathematics · Key Stage 2

Prerequisites2

Show full prerequisite tree
  • Fractions of amounts hard

    Tenths extend fraction understanding from halves, thirds, quarters

    • 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)

              • 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'

    • What Is a Half? hard

      Working with fractions extends from Y1 understanding of halves

      • 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'

    • Division as equal sharing soft

      Finding fractions of quantities uses equal sharing (division)

      • 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

  • Counting in 2s soft

    Skip counting supports counting in tenths

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