Maths · learner practice… | Year 4 Maths · T1 W3–4 · Student Cards

Choose one A, B or C route when your teacher asks; the others can be used later. You may move paper or tactile pieces, point, draw, speak, sign, type, use AAC or tell an adult exactly what to place. An adult may read the words but should not supply a position or fraction. All named situations below are invented maths models; they are not a report of a real place or measurement. Keep the same-sized one whole whenever you compare fractions or shaded parts. The blank A4 mats and complete text route may help.

Week 3 · decimal locations

Line rule: A 0–1 line with ten equal spaces has eleven tick positions including both endpoints. From 0, each space is one tenth. A zoom from 0.20 to 0.30 with ten equal spaces moves by one hundredth each time. Always label the endpoints and count spaces, not printed marks.

Day 11 · Equal tenth spaces

A · library token route: An invented reading board runs from 0 to 1 with ten equal spaces. Place tokens for 0.2 and 0.8. Say how many tenth-spaces each is from zero and which lies farther right.
B · route-label audit: A made-up shuttle line has ten equal spaces from 0 to 1. A sign labels the fourth tick after zero 0.04. Is that label right? Keep the sign visible, then repair it and explain the place value.
C · garden designer: Draw a 0–1 line with ten equal spaces for a fictional garden plan. Put 0.1 and 0.9 in place. Write a direction another learner could use to find one point without seeing your mark.

Day 12 · A hundredth zoom

A · mosaic marker: Zoom 0.20–0.30 into ten equal spaces. On an invented mosaic-plan scale place 0.23. Count hundredth gaps after 0.20 and name the unit.
B · beat-strip audit: An invented ten-step zoom runs from 0.20 to 0.30. Someone places 0.28 at the eighth tick counting the 0.20 endpoint as tick one. Test the claim by counting spaces, then correct the placement.
C · parcel-label pair: On one 0.20–0.30 ten-gap zoom, place 0.21 and 0.25 for two fictional parcel labels. Describe their order and the number of hundredth spaces between them.

Day 13 · One whole and a little more

A · game-score build: On a 0–2 line place fictional scores 1.4 and 1.04. Use a second 1.00–1.10 zoom for the smaller fractional part. Which is farther from 1.0, and how do you know?
B · art-board critique: A pretend art planner says 1.09 is beyond 1.9 because “09 has two digits”. Build a whole/tenths/hundredths comparison and repair the claim. Do not place a hundredth exactly on a tenths-only line.
C · maker-label design: Label a 1.10–1.20 zoom with ten equal gaps and place 1.12. A partner should be able to find your point from the endpoints and your written instruction alone. Compare it with 1.2.

Day 14 · Test the scale and claim

A · poster editor: An invented display places 0.32 at the same point as 0.23 on a 0–1 line. Build or describe a 0.20–0.40 section with hundredth places; explain why the labels cannot share a point and repair the poster.
B · quiet-game critic: Two fictional game cards read 0.09 and 0.9. Someone says they are equal because each contains a 9. Use same-sized hundred-grids or two correctly labelled lines to test and repair the claim.
C · letter-board designer: A pretend maker needs to compare 0.54 and 0.6 on one whole. Rename one value in hundredths, put both on a suitable equal scale, and explain which comes first.

Day 15 · Later practice after the fresh check

A · paper-strip locator: On a new 0.30–0.40 ten-gap zoom, place 0.33 and say how many hundredth gaps after the first endpoint it sits.
B · display-label test: On a new 1.00–1.10 ten-gap zoom, place 1.09 and ask a partner to verify with the endpoints. Name its whole, tenths and hundredths.
C · card-order judge: On a fictional board, compare 0.79 and 0.8. Explain with two decimal places and a same-whole line. What is the hundredth difference?

Week 4 · equivalent shares of one whole

Whole rule: When the whole is the same size, cutting every equal part into smaller equal parts changes the number of pieces, not the amount. Two unequal-sized sheets with the same fraction name can still shade different physical areas. If the diagram has unequal parts, say so before using fraction notation. A percentage symbol is not required in these cards.

Day 16 · Names for a half

A · folded-bookmark maker: Fold one whole blank bookmark outline into four equal parts. Shade two. Make a second same-sized outline with ten equal parts and show the same share. Give fraction and decimal names and explain the match.
B · music-loop error hunt: A fictional loop has six equal beats, three marked. A label calls that share 0.3. Test with a same-length half-strip and explain what decimal location three of six equal beats actually reaches.
C · eight-tile explanation: An invented game has a bar made of eight equal tiles; four are marked. Draw or use pieces to show the fraction of the bar and one simpler fraction/decimal name at the same point on a 0–1 line.

Day 17 · Quarters on the same whole

A · art-grid builder: Divide a same-sized 100-cell whole into four groups of 25. Shade one group for a fictional mosaic. Name the fraction, the count of hundredths and its decimal location.
B · seating-plan critic: An invented row has four equal sections, three shaded. A label calls this 0.30. Test with a 100-cell whole of the same size and repair the decimal label.
C · sign designer: A pretend sign shows two of four equal sections filled. Design an equivalent 100-cell drawing and place it on a 0–1 line. Name two fraction forms and a decimal.

Day 18 · Split fifths into tenths

A · garden-card fold: Take one of five equal parts of a fictional card garden. Split each of the five parts in two. How many tenths match the original shaded part? Use a same-sized hundred-grid to name the decimal too.
B · theatre-seat match: In a pretend ten-seat row, six equal positions are marked. Make a same-length five-part strip showing the same share. Name both fractions and the decimal point.
C · board-game whole: All five equal segments of an invented game board are marked. Split each segment in two. Explain the new fraction name and where the amount sits on the 0–1 line.

Day 19 · Match or reject

A · paper-plan comparison: Two same-sized original design strips show 1/4 and 1/5 shaded. Give exact hundredth/decimal names and decide which has more of the one whole. Explain why denominator alone is not enough.
B · route-claim audit: A fictional route card says 3/5 and 3/4 are equal because both have 3 shaded sections. Draw same-sized wholes or use hundredth names to check, then repair the claim.
C · library-label maker: Make a pair of different fraction labels for one fictional half-full same-sized shelf diagram. One label must use tenths and one quarters. Add two equal decimal spellings; let another reader verify the share.

Day 20 · Later practice after the fresh check

A · five-part game builder: On a new equal five-part strip shade four parts. Split every part in two, then give tenth, hundredth and decimal names. Put the point on a 0–1 line.
B · caption repair: A fictional label says two of five equal boxes make 0.02. Keep the mistaken label visible. Build the equal-share strip, split the fifths into tenths and write a corrected decimal with a reason.
C · art-card sort: Put 1/4, 1/2 and 3/4 on one 0–1 line, using same-sized whole strips and hundredth names. Explain why the positions are ordered as they are.

Before handing a route in, check: Are my endpoints and equal spaces shown? Have I kept the whole fixed? Can someone else locate or verify my point without guessing? Original SubjectNest learner cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.