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Hi, everyone.

What do you think of my shirt? Someone said to me that I look like I sell ice cream wearing this shirt.

What do you think? Ice cream.

Hmm, vanilla ice.

No, mint-choc chip.

Hmm, strawberry.

Oh, all three? Oh, I shouldn't have started thinking about ice cream.

I've got a maths lesson to teach, but what flavour ice cream would you choose if you could have one right now? Yummy! Well, we're going to have to put all those thoughts to one side.

It is time to focus on our maths learning for around 20 minutes or so.

Take yourself away from any distractions.

Try to remove the thoughts of ice cream from your mind so that we can keep focused on our maths.

Perhaps some ice cream afterwards.

Press Pause while you get yourself sorted and settled, then come back when you're ready to start.

In this lesson, we are continuing with our work on recognising and writing decimal equivalents of any number of hundredths.

We will start with some counting work, both in decimal tenths and decimal hundredths before we focus in on representing hundredths.

We will then start our independent task.

Things that you'll need: pen or pencil, something to write on: pads, book, some paper, and a ruler.

Press Pause, collect those items, come back and we'll get going.

Okay, some counting to start then.

Look at the number line.

Let's first think about what each division is worth and how we know.

So what is each of the divisions worth on this number line? One; how do you know it's one? The space between zero and 10 has been divided into 10 equal parts.

Each part is worth one, each division is worth one.

How about with this number line? The space now is one in total divided into ten equal parts.

Good, think about one being 10 tenths.

10 tenths divided into 10 equal parts.

Each equal part is worth 1/10.

Good.

And how about this one? We looked at this in the previous lesson.

The space in total is worth 0.

1, 1/10.

And if we divide 1/10 into 10 equal parts, visualise those sticks that represent 1/10.

And if we then had that divided into 10 equal parts, each little cube is worth 1/100.

So each division is worth 1/100 here.

Okay, some counting in multiples of 0.

1, multiples of 1/10.

My turn, your turn.

Zero, 0.

2, 0.

4, 0.

6, 0.

8, 0.

10? No, one.

Good, 10 cents one.

Okay, what is the arrow pointing at there? We've counted; the arrow.

As quick as you can, tell me what the arrow is pointing to.

4/10, 0.

4; good, next one.

9/10, 0.

9; well done! How about now? Get ready to call this out.

0.

7, 7/10 and 2/10, 0.

2, okay.

So we've been using this number line to represent tenths.

One divided into 10 equal parts, each equal part worth 1/10.

Let's think about another representation, the bead string.

Still representing one, still divided into 10 equal parts, so we can still count in tenths.

Count with the arrow in tenths.

1/10, 2/10, 3/10, 4/10, 5/10.

Continue in decimals.

0.

6, 0.

7, 0.

8, 0.

9, one; well done! How would we represent the 0.

3? I've removed the numbers.

How would we represent 0.

3 on here? With your finger, hover along the beads to show me where 0.

3 would be.

Get your fingers ready.

Here? No, 1/10.

Here? 2/10.

Here; good, 0.

3, 3/10.

How would we represent 0.

01, 1/1/100? Hmm, sure.

Pop your finger onto the number line onto the bead string.

Where would 0.

01 be? Are you ready.

Here; one of those beads is 1/100 of one.

There are 100 beads.

The number line represents one divided into 100 equal parts.

Each equal part represents 1/100 of one, 1/100 of the whole line.

I've made the arrow a little bit smaller because those hundredths just are so small.

Let's count in multiples of 1/100, multiples of 0.

01.

Are you ready? So from zero; zero, 0.

01, 0.

02.

You keep going.

0.

07, 0.

08, 0.

09, 0.

1.

Not 0.

10, 0.

1.

0.

11, 0.

12, 0.

13, 0.

14, 0.

15.

Not zero point 15, 0.

15, 15/100.

15 of those beads, each bead worth 1/100.

Let's do some more counting but starting at a different point.

So starting here from 0.

7.

0.

71, 0.

72, 0.

73, 0.

74, 0.

75; keep going.

Good.

0.

0? 0.

8.

0.

0.

No, 0.

79, 0.

8.

Next.

0.

81, 0.

82, 0.

83.

Not zero point 83, 0.

83.

One more.

So we were at 0.

41, 0.

42, 42/100.

Can we say at this time in fractions? So we're at 42/100; keep going.

43/100, 44/100, 45/100.

You say the number of hundredths, I'll say the word hundredths, yeah? So you'll say 46/100, hundredths, hundredths, hundredths, hundredths; we're at 50/100, keep going.

Hundredths, hundredths, 52/100; we've stopped there.

0.

52, what would we not say? Good, we would not say zero point 52.

Good counting in hundredths.

Each bead represents 1/100 of one.

Okay, I've got some decimals for you.

I would like you to look closely at the decimals and identify the number of tenths and the number of hundredths to help you then say all together how many hundreds there are.

From there, you can then position them on the bead string on the number line.

So for example, the first one, 0.

44, there are 4/10 and 4/100, so altogether there are 44/100.

And I can then place it on the line as best I can.

You might want to use your finger to identify the location of each of them before we have a look together.

Press Pause, come back when you're ready to share where you've positioned to those decimals.

Ready? Okay, so 0.

44, 4/10, 44/100.

There it is, 44/100.

Next, 0.

51; really close to 0.

5, really close to 50, 50/100.

One more than that, 51/100.

23/100, close to 0.

2, close to 20/100, close to 2/10.

There we go, it's 3/10; it's 3/100, sorry, 3/100 more than 2/10.

0.

36.

So 3/10, 6/100 more.

Nine.

I nearly said 95, 0.

95 hundredths, and bigger than 0.

9, 5/100 bigger, 0.

95.

How many more do we have left? There we go, 0.

11; 1/100 more than 1/10.

2/100 more than 6/10; good, 62/100.

And finally, more than 7/10, less than 8/10, right there, 0.

78.

Well done, everyone.

Okay, for your independent task, you are going to have some cards like this.

We have an instruction.

For example, show 0.

46.

How many tenths are there? How many hundreds are there? So your task will be to identify the location of a decimal number and to explain how you know that that is correct by talking about the number of tenths and the number of hundreds.

0.

46, there are 4/10, there are 6/100.

It's positioned here on the number line or along the bead string.

There are 4/10 and 6/100, so altogether there are 46/100.

Press Pause, go and complete your activity, then come back when you're ready.

How did you get on? So we had some cards and I asked you to pick up to five of them.

There were some here, four to choose from here.

You had another four here.

Let's have a look at a couple of examples.

Show 0.

2.

Where would you position 0.

2? Can you hold your finger along the screen; where is 0.

2? Good; with my laser, it would be here, 0.

2, 0.

2.

This is the same as how many hundredths? If we use the bead string, we can see as well, it would be here.

It's the same as 20/100, which we record as 0.

2, 2/10.

From this page, talk to me about 0.

13.

So hold your finger along the bead string to show where 0.

13 is, and the laser is on its way, watch out.

Right there.

Good, how many tenths are there? There's 1/10.

How many hundreds? 3/100.

So all together, there are 13/100, 0.

13.

Good.

If you would like to share any of your learning from this lesson, please ask your parents or carer to share your work on Twitter, tagging @OakNational and #LearnwithOak.

Thank you for your attention throughout that maths lesson and an even bigger thank you for taking my mind off ice cream at least for the lesson.

I think I've got some vanilla ice cream in the freezer, not my favourite flavour, but because ice cream was on my mind, I might have to have a little bit of it after dinner.

If you have any more learning lined up for the day, enjoy, and I look forward to seeing you again for another maths lesson very soon.

Bye.