National Curriculum Links

• Mathematics Programme of Study - Year 4
  • Number: Fractions (including decimals)
  • Pupils should be taught to recognise and write decimal equivalents of any number of tenths or hundredths.
  • Pupils should be able to count in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10.
  • Develop a conceptual understanding of hundredths, relating fractions and decimals.

Learning Objectives

By the end of the lesson, pupils will be able to:

• Count forwards and backwards in hundredths from any number (NC 2014 Year 4 Number – Fractions).
• Recognise and write decimals with two decimal places.
• Understand the connection between tenths, hundredths, and fractions.
• Explain their reasoning about counting in hundredths using appropriate mathematical vocabulary.

Success Criteria

• I can count in hundredths forwards and backwards from any decimal number.
• I can write decimal numbers to two decimal places correctly.
• I can explain what happens when I count in hundredths and how it relates to tenths and fractions.
• I can solve problems involving hundredths with confidence.

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Resources

• Whiteboard and pens
• Place value chart (decimals to thousandths)
• Hundredths grids (printed for each student)
• Number lines marked in hundredths
• Mini-whiteboards and pens for each pupil
• Example worksheet with counting in hundredths sequences
• Interactive visual animations (optional, e.g. decimal grids or place value slides)

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Lesson Breakdown (60 minutes)

Introduction (10 minutes)

Engagement Hook

Show the class a 100 square grid projected on the board and shade 1 square. Then shade 10 squares and talk about tenths. Now, shade 1 square and explain it represents 1/100 or one hundredth.

Use this to pose a problem:
"If one square equals one hundredth, what do you think ten squares equal? How about 25 squares? Let’s find out by counting in hundredths!"

Key Questions

• What is one hundredth?
• Can you count with me from 0.01 to 0.10 in hundredths?
• How many hundredths make one whole?
• Can someone explain how hundredths are linked to tenths?

(AfL Opportunity: Use mini-whiteboards to write 0.01, 0.02 … 0.10 as pupils count aloud together.)

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Teaching & Modelling (25 minutes)

Step 1: Place Value Reinforcement

Display a decimal place value chart showing units, tenths, and hundredths. Emphasise the place of hundredths and how it relates to tenths (1 tenth = 10 hundredths).

Step 2: Counting in Hundredths

Using a number line marked from 0 to 1 in hundredths, model counting forwards in hundredths from various starting points (0.00, 0.35, 0.72) and backwards from 1.00.

Example for children to copy:

Counting Forwards from 0.00	Counting Forwards from 0.35	Counting Backwards from 1.00
0.01, 0.02, 0.03, 0.04	0.35, 0.36, 0.37, 0.38	1.00, 0.99, 0.98, 0.97
0.05, 0.06, 0.07, 0.08	0.39, 0.40, 0.41, 0.42	0.96, 0.95, 0.94, 0.93

Model and explain:
"Notice how the hundredths column increases by 1 each time. What happens to the tenths column when hundredths pass 9? Why?"

Step 3: Representations with Grids

Give children hundredths grids and ask them to count certain squares and write the decimal. For example, shade 37 squares — What decimal is this?

Questioning to develop reasoning (Bloom’s Taxonomy)

• Remembering: What digit is in the hundredths place in 0.67?
• Understanding: How does the hundredths place value differ from the tenths?
• Applying: If you count 25 hundredths starting at 0.50, what number do you reach?
• Analysing: Why does 0.10 equal 1 tenth? How can you prove that with the grid?
• Evaluating: Is 0.9 the same as 0.90? Can you explain?
• Creating: Can you write your own sequence counting in hundredths starting from 0.45?

(AfL Opportunity: Ask pupils to explain their reasoning in pairs or aloud. Use mini-whiteboards to capture any misconceptions.)

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Common Misconceptions & Difficulties

• Confusing tenths and hundredths place values (e.g., thinking 0.12 has 12 tenths, not 1 tenth and 2 hundredths).
• Misreading decimals as whole numbers.
• Forgetting to count in correct increments of 0.01 when counting in hundredths.
• Difficulty recognising that 100 hundredths = 1.
• Confusing zero as a placeholder and as a value (e.g., thinking 0.07 is larger than 0.7).

Addressing Misconceptions

• Use visual aids like decimal grids and place value charts to reinforce place value.
• Model step-by-step counting and relate to fractions (e.g., 25/100 = 0.25).
• Encourage pupils to verbalise their reasoning to check understanding.

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Guided Practice (15 minutes)

• Pupils complete a worksheet with sequences counting in hundredths starting at different points.
• Use mini-whiteboards for pupils to write responses; circulate and ask targeted questions to challenge thinking:
  • Why did you write 0.52 next instead of 0.51?
  • Explain what this decimal shows in terms of hundredths.
  • How do you know you are counting backwards correctly?

(AfL Opportunity: Use observations and quick quizzes to identify who needs further support or extension.)

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Plenary (10 minutes)

• Recap the key learning points with the class.
• Use a quick-fire quiz where pupils explain their answers aloud:
  • Count backwards 5 hundredths from 0.64.
  • Explain why 0.5 is the same as 0.50.
  • If you add 10 hundredths to 0.38, what happens to the decimal and why?
• End with a “Explain to your partner” task: Describe how to count in hundredths and why it is useful.

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Assessment for Learning (AfL) Strategy Summary

Stage	AfL Technique	Purpose
Introduction	Mini-whiteboard counting	Check initial understanding of decimals
Teaching/Modelling	Think-aloud explanations and engaged questioning	To monitor reasoning and misconceptions
Guided Practice	Observations and targeted questioning	To identify and address misunderstandings
Plenary	Oral explanation and peer discussion	To consolidate learning and assess depth

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Notes for Teachers

• Encourage pupils to use precise language—“hundredths,” “tenths,” “decimal place.”
• Regularly refer to the place value chart to deepen understanding and avoid confusion.
• Differentiate tasks by providing simplified or extended counting sequences for varying abilities.
• Try integrating physical resources such as fraction tiles or decimal cards for kinaesthetic learners.

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This lesson plan integrates White Rose Maths conceptual approaches by using number lines, place value understanding, and visual representation to support fluency and reasoning around decimals, precisely counting in hundredths, aligned to Year 4 statutory requirements in the National Curriculum for England.