← Home

Tenths (age 8+)

CONCEPTUAL
Mathematics›Fractions|Ages 8—9|ID: mt_doX1BhmFgk

Count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 or dividing tenths by 10

Mastery Evidence

  • Count from 3/100 to 12/100 in hundredths
  • Explain that 1/10 ÷ 10 = 1/100
  • Place several hundredths on a number line between 0 and 1/10

Assessment Prompt

“If [child] has £1 and spends 37p, can they say that 37p is 37/100 of a pound — and count up in hundredths from 0/100 to 100/100?”

Prerequisites1

Show full prerequisite tree
  • Tenths hard

    Count in tenths is prerequisite to extending to hundredths

    • 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

Unlocks3