The 0–1 benchmark sheet and plain-text/tactile version show quarter positions with matching decimal and percentage names. Make an additional ten-part or hundred-square model when teaching tenths and percentages beyond the quarter benchmarks. Add folded strips for eighths/sixths as needed; make every whole the same length when comparing. A calculator can verify an already represented result on Days 7 or 9. Students can work on paper without a device. Keep an accessible large-format strip and a text version available.
Original practice contexts (all fictional):
- A download meter is 75% complete:
3/4 = 0.75 = 75%of that download. - A fictional relay time is 14.387 seconds; to hundredths it is 14.39 seconds. No real timing or instrument precision is implied.
- A fictional receipt has $12.75 and $8.60 items: total $21.35. From $25.00, the remaining amount is $3.65.
- A fictional community event has $120.00 available; transport $38.40 and materials $46.75 leave $34.85. These are not quotes, prices or recommended spending.
- A fictional project has $100.00; costs of $26.80 and $35.75 leave $37.45.
Number conventions: a percent is per hundred of a named whole. 0.5 = 50%, whereas 0.05 = 5%. 3/8 = 0.375 and 3/5 = 0.6; use equivalent fractions or division and check placement. For fractions, match unit pieces before adding/subtracting. For decimal money, align whole dollars and cents. For rounding, state the requested place and check whether the rounded value is near the original; do not imply more precision than the stated context supports.
Access and extension: use the same mathematical target with a tactile bar, raised number line, large print, spoken equations, keyboard/AAC or scribed strategy. Record prompts. A student ready to extend can compare 2/3 with 0.67 and discuss approximate versus exact; a learner needing foundation can establish tenths and quarters with physical strips before an unseen mixed-format check. Neither route is a permanent group label.
Rights: Original examples/arrangement © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. Credit, link and indicate changes.