I have designed these place value charts to use with my Year 4 students - one chart simply shows Thousands, Hundreds, Tens and Ones, the other shows Tenths and Hundredths as well. The simpler chart I use in the Autumn Term, before we cover decimal numbers. I use the more complicated one in the Spring and Summer Terms. These are in colour - I laminate these charts to use throughout the year.

I designed these cards for my Year 4 class this term (Spring Term 2). Included is the Docx (editable) and PDF versions. These cards are numbered, so you and they can keep track of which ones they've completed - they can write 'Card 1' as a subheading etc. You might also consider asking them to always complete these in the back of their maths books. I always print these cards off as A4, then enlarge them to A3 on the photocopier, before chopping them up! They're great for early finishers and the kids love choosing their own 'extension'. N.B. There's no answer key, as I haven't gotten around to making on yet.

Included: 1 Lesson Presentation Worksheet (including extension tasks) This simple notebook (also uploaded as a PDF) will teach students to record tenths and hundredths as decimals or fractions. This is a two part lesson (first students learn to record tenths, then hundredths), with a quick starter to review place value and a short plenary, which requires students to self-explain. The worksheet is the first slide in the presentation. Please note, I have not included pictorial aids (such as hundred squares), but you could create a differentiated worksheet to include this.

I originally designed this for a 1-hour interview lesson, as I was asked to teach reasoning/problem solving, with a mixed Year 3/4 class - I was offered the job! Starter: chn find all the numbers you can make between 1 and 100, by adding 5 (using a 100 square to leap frog). Then, discuss how we can identify ‘multiples’ of 5 (e.g. the final digit in the number always ends in a 0 or a 5). During the main part of this investigation, students will learn to work systematically, as they will be investigating how many numbers between 1 and 100 (1 and 50 for Year 3s) you can make by adding only 3 and/or 5. You can then extend the investigation (up level) using the suggested inquiry questions.