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Day 18 · Fifths into tenths and hundredthsYear 4 Maths · T1 W3–4 · Day 18 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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Code: AC9M4N03 (partial). Goal: use related denominators 5→10→100 to rename fifths exactly. Prepare: equal five-part and ten-part strips, 10×10 whole grid.

  1. Invite · 2 min. Ask: “If I split each of five equal parts in two, how many equal parts will the same whole have?” Answer ten.
  2. Model · 5 min. One of five equal parts becomes two of ten; each tenth becomes ten hundredths. Record 1/5 = 2/10 = 20/100 = 0.2 = 0.20, with strips aligned to the same whole.
  3. Guided · 6 min. Build three fifths: 3/5 = 6/10 = 60/100 = 0.6. Ask what stayed the same while each fifth split into two tenths.
  4. Choice · 6 min. Choose D18-A/B/C; label all representations and explain at least one splitting step.
  5. Exit · 4 min. 5/5 = 10/10 = 1: one complete whole. Explain why 5/5 is not five wholes.
  6. Note · 2 min. Record if the learner multiplies both numerator and denominator when partitioning; if only the denominator changes, rebuild the strip with pieces paired.

Access/home/extension: Five paper boxes can be split in two with pencil marks. Extension: use a point on the 0–1 line to explain why three fifths and six tenths coincide.

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