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Day 15 · Unseen decimal-line checkYear 4 Maths · T1 W3–4 · Day 15 lesson

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Year 4 / Mathematics / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Fresh learner checks

Code: AC9M4N01 (partial). Goal: transfer number-line naming, scale and decimal order to new points. Prepare: reserve the unseen Day 15 learner check and staff key; do not display their values in preparation.

  1. Invite · 2 min. Say that today's fresh lines help decide the next small group, not a permanent maths label.
  2. Model · 5 min. Rehearse a different 0.10–0.20 ten-gap zoom; place 0.14 four hundredth-steps after 0.10. Fold away the example.
  3. Guided · 6 min. On a fresh 1.20–1.30 ten-gap interval, ask for 1.25 and verify the fifth space. Do not reveal check values or layout.
  4. Independent check · 6 min. Give the first two student check items. Read text neutrally; allow the same tactile/large-print relationships without saying which tick is correct.
  5. Check exit · 4 min. Items 3–4 compare and repair. Keep the child's first representation before feedback. If time or access is inadequate, finish in a quiet session and mark incomplete for now.
  6. Note · 2 min. Use separate rubric rows for line/zoom, comparison and scale explanation. D15 practice cards are for after the retained check.

Access/home/extension: A helper may place tokens precisely as the learner directs and must not signal the answer. The unseen values do not appear on the reusable aid. Home routes use fresh later-practice cards, not the held-out sheet.

Week 4 · Fractions of the same whole can share a point

Keep the unit whole the same size in every paired strip/grid. Splitting one whole into more equal parts changes the part name, not the amount shaded. Use the equal-whole sheet, paper strips, 10×10 squares and the text/tactile version. The decimal links here are exact, not rounded. Use fraction language aloud before notation.

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