Code: AC9M4N01 (partial). Goal: locate a tenth on an equal 0–1 line and connect the fraction of one whole to decimal place. Prepare: ten-space line, ten equal paper tiles, labelled 0 and 1.
- Invite · 2 min. Show an unlabelled line with ten equal spaces. Ask what its endpoints and equal gaps need to mean before a mark can be named. Keep the unit whole visible.
- Model · 5 min. Label 0 and 1, count ten spaces, not ten marks, and locate the third internal tick:
3/10 = 0.3. Explain that each move adds one tenth of the same whole. Contrast the third tick with the number 3. - Guided · 6 min. Learners place
0.7and0.9, then mark0.4by counting from zero and from one. Discuss why the same distance cannot represent two different tenths if the scale is fixed. - Choice · 6 min. Choose D11-A, B or C in learner cards. Each requires a marked location and a reason, via strip, line, tactile token or explanation.
- Exit · 4 min. Ask for the tick one tenth after
0.5and one tenth before0.7. Both are0.6; require reference to adjacent equal spaces. - Note · 2 min. Record whether the child counted spaces accurately and kept a fixed whole; if they counted marks, reteach with ten connected paper tiles.
Access/home/extension: Adult can draw/mark under child direction. A tactile line needs 11 tick positions for ten gaps. At home use pencil dots. Extension: describe 0.3 from the 1 endpoint as seven tenth-steps left.