Day 10 — Transfer to fresh diagrams; choose… | Year 4 Maths · T1 W1–2

Goal: represent, compare and justify a new tenths/hundredths case. Materials: reserved Cards 13–16, grids, assessment.

Notice, 3: Revisit “Can I compare two shaded regions if the wholes are different sizes?” Key: not directly by cell count; set equal-sized wholes or describe each as a fraction of its own whole.
Model, 5: Teacher models an analogous unscored 0.23: two complete rows+3 cells; write 23/100, 0.23. Say how each digit connects to rows/cells. Reserve transfer cards unseen.
Together, 8: Mixed audit: one diagram 0.4 shown as 4 full rows; a second 0.04 shown as 4 cells. Children identify which teacher label is wrong if swapped and explain. Order 0.4, 0.04, 0.44. Key: 0.04<0.4<0.44.
Try, 6: Each learner chooses one reserved Card 13–16 and represents its decimal in a second mode. Keys: 0.62, 1.27, 0.4=0.40, or 0.09=9 cells. Record specific card and supports; don't award independence for copied key.
Check, 3: Show fresh 0.48; ask for fraction and tenths/hundredths. Key: 48/100; 4 tenths+8 hundredths. Use the assessment pattern, not this single item, to plan the next small-group lesson.

Misconception response common to all days

If a child writes 0.7 for seven hundredths, 1.04 for one whole and four tenths, or thinks an extra decimal digit automatically makes a number larger, keep the same whole and make both candidate quantities on concrete grids. Ask them to explain what each digit names, then try a fresh number. If equal-part prerequisite is insecure, reconstruct a whole and its equal sections before decimal notation. Record prompts separately from independently shown understanding. Avoid assigning a child a permanent “visual” or “hands-on” learner label.