Counting Tenths Together

Overview

Students explore one whole divided into ten equal pieces, then identify, read, write and represent tenths as fractions and decimals. The lesson builds from familiar part–whole ideas towards counting forwards and backwards in tenths on a number line.

Learning intentions

• WALT count forwards and backwards in tenths.
• WALT identify, read, write and represent tenths as fractions and decimals.
• WALT explain how ten equal tenths make one whole.
• WALT use a number line to locate tenths between 0 and 1.

Success criteria

• I can explain that one whole has ten equal tenths.
• I can read and write fractions such as one tenth and seven tenths.
• I can match tenths to decimal notation, such as ( \frac{3}{10}=0.3 ).
• I can place and count tenths on a number line.

Curriculum links

• Mathematics and Statistics — Mathsteasers: challenging questions that deepen mathematical understanding and encourage higher-order thinking.
• Mathematics and Statistics — Mathsteasers / Alignment: connecting learning with relevant textbook content and increasingly challenging representations.
• Mathematics and Statistics — Additional resources for advanced learners: extending reasoning through more than one representation and explanation.
• Mathematical competencies: using mathematical language, representing ideas, reasoning, and communicating thinking.

Lesson structure (30 minutes)

1. 0–4 min · Hook and recall. Teacher opens the tenths introduction deck with a picture of a brownie divided into ten equal pieces and asks, “How could we share this fairly?” Students turn and talk, then use the sentence starter: “There are ___ tenths in one whole.”

2. 4–10 min · Build the meaning of tenths. Teacher uses a strip or fraction wall to show that the whole must be divided into ten equal pieces, introducing the vocabulary one whole, equal pieces and tenths. Display the fraction wall and strip cards and model one piece as ( \frac{1}{10} ), reading it as “one tenth”; students identify one, two and five tenths using the strips. Use: “I have one piece out of ___ pieces so I have one ___ of the whole brownie.”

3. 10–16 min · Connect fractions, decimals and number lines. Teacher draws a number line from 0 to 1, divides it into ten equal intervals and models counting (0,\ 0.1,\ 0.2,\ldots,\ 1), linking each decimal to its fraction. Students count forwards and backwards with the teacher, then indicate where ( \frac{4}{10} ), (0.7) and ( \frac{9}{10} ) belong. Reinforce the words number line, intervals, count forwards and count backwards.

4. 16–23 min · Guided textbook exploration. Teacher directs students to Textbook pages 142–148 and pauses at selected examples to ask, “How many equal pieces are there?” and “How do you know this is seven tenths?” Students complete appropriate questions with a partner, drawing or pointing to a model before recording the fraction and decimal. Encourage the sentence starter: “___ pieces are ___ tenths of the whole brownie.”

5. 23–28 min · Independent practice. Teacher distributes the tenths fraction and decimal practice sheet and supports students to complete the first item together. Students represent, read and write tenths, match fractions with decimals, and complete a counting sequence forwards or backwards in tenths. The final question asks students to explain why ten tenths equals one whole.

6. 28–30 min · Share and exit check. Teacher returns to the final discussion and exit slides and asks students to show or explain ( \frac{6}{10} ) and (0.6). Students complete a quick oral or written exit response: “Draw or describe ( \frac{8}{10} ), write it as a decimal, and place it between 0 and 1.”

Resources

• the tenths introduction deck
• the tenths fraction and decimal practice sheet
• the fraction wall and strip cards
• Mathematics textbook, pages 142–148
• Mathematics workbook, pages 115–116
• Whiteboard and markers
• Pencils and rulers
• Optional paper strips or folding strips

Assessment

• Listen for accurate use of “tenths”, “equal pieces” and “one whole” during partner talk and fraction-wall modelling.
• Check whether students connect the numerator with the number of tenths and the denominator with ten equal parts.
• Use the exit response to identify who can connect a tenths fraction, decimal and position on a number line. Record students needing further support with equal partitioning or decimal notation.

Differentiation

• Support students with a pre-drawn 0–1 number line, fraction-wall strips and a visible tenths counting sequence. Provide the sentence starters orally and in print.
• Work with a small group to physically count ten strips into one whole before recording symbols. Accept pointing, drawing or oral explanation before written responses.
• For learners ready for challenge, ask them to count backwards from 1 in tenths, explain why ( \frac{10}{10}=1.0 ), or create a tenths riddle for a partner.
• For EAL learners and students requiring additional support, pair each key word with a visual and gesture; read questions aloud, reduce the number of worksheet items and provide extra time to explain thinking.