Day 13 · Beyond one whole, zoom when needed | Year 4 Maths · T1 W3–4

Code: AC9M4N01 (partial). Goal: place 1.2 and 1.05 with a sensible whole/tenth/hundredth scale. Prepare: labelled 0–2 line with equal tenth gaps, then a 1.0–1.1 hundredth zoom.

Invite · 2 min. Show 1.2 and 1.05. Ask which is farther from one whole. Predictions must be checked against places, not digit-string length.
Model · 5 min. Place 1.2 two tenth-steps after 1.0 on the 0–2 line. Rename 1.2 = 1.20. On a separate enlarged 1.00–1.10 interval, place 1.05 five hundredth-steps after 1.00. Therefore 1.05 < 1.20. Do not draw 1.05 as if a 0–2 tenth line had hundredth precision.
Guided · 6 min. Compare 1.3 = 1.30 and 1.03, placing the first on the whole/tenth line and the second on a 1.00–1.10 zoom. Ask which digit names tenths in each.
Choice · 6 min. Select D13-A, B or C for a fiction-based quantity. A learner can build one full strip plus tenths/hundredths instead of drawing a fine line.
Exit · 4 min. Compare 1.06 with 1.6: 1.06 < 1.60 because 0 tenths after one is less than 6 tenths. Point to what scale is needed to show 1.06 exactly.
Note · 2 min. Record whether the child uses fixed whole, tenths and hundredths; if they decide by number of printed digits, use matched hundred-grids.

Access/home/extension: Two linked lines avoid tiny inaccessible ticks. Adult reads “one and five hundredths” accurately; child selects the point. Extension: compare distances from 1 of 1.05 and 1.2 in hundredths (5 and 20).