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Maths · Years 4-6
How can I teach tenths and hundredths?
Read decimal digits by place value and compare quantities.
Download: Decimal place-value grid
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Use a hundred-square as one whole and compare fifty shaded parts with five full columns of ten.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Check that the learner compares place values rather than treating the digits after the point as whole numbers.
What is in the printable?
One whole = 10 tenths = 100 hundredths. In 2.35, the digits show 2 ones, 3 tenths and 5 hundredths. Extra zeros at the end do not change a decimal value.
- Write 4 ones, 2 tenths and 6 hundredths as a decimal.
- Write 3.07 in ones, tenths and hundredths.
- Which is greater: 0.8 or 0.75? Explain in hundredths.
- Complete: 0.5 = ___ hundredths.
- Are 2.4 and 2.40 equal? Explain.
Make it easier or add challenge
More support
Start with tenths only and keep a ones / tenths / hundredths place-value table visible.
More challenge
Order 0.6, 0.06, 0.66 and 0.606, explaining each comparison.
What to look for
Check that the learner compares place values rather than treating the digits after the point as whole numbers.
Teacher answers and suggested responses
1. 4.26.
2. 3 ones, 0 tenths, 7 hundredths.
3. 0.8, because 80 hundredths is greater than 75 hundredths.
4. 50.
5. Yes: 4 tenths is 40 hundredths. Neither value has changed.
Further teaching guidance
Related guidance from EP for Schools: How can we help pupils understand decimal place value?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Check that the learner compares place values rather than treating the digits after the point as whole numbers.
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.