Converting tenths to hundredths
Express a fraction with denominator 10 as an equivalent fraction with denominator 100 and use this to add fractions with denominators 10 and 100 (e.g. 3/10 + 4/100 = 34/100)
Share and support
Teaching Table
Set out your lesson
Rename tenths as hundredths and add the resulting equal-sized fractional units.
Ask for the meaning of one square on a 100-square grid and an equivalent form of 2/5. Revisit mt_doX1BhmFgk or mt_ebPelt-qAl if these are uncertain. This activity check is inferred, not a change to canonical edges. Source availability is not learner mastery.
Check learner readiness directly; prerequisite availability is not attainment.
Screen or supplied sheets, pencil and scrap paper are sufficient; no printer, cutting or purchase is required. Read Setup and Show first; use Together with help, then put worked pages, matching cards and adult keys aside for Try. All story quantities are fictional: no cooking, eating, cutting, buying or collection of personal data. Draw any needed counters; no small objects are required. Read text aloud or let the learner point, draw or explain orally. Adult scribing is supported mathematical work, not independent handwriting. Record any hints actually used; never invent a response.
Read the worked model aloud. Ask the learner to identify the whole and equal-part unit. In Together, let them attempt before offering the listed hint. Ask why a method preserves value. If the readiness skill is uncertain, pause and return to the named prerequisite; do not drill unsupported errors. Use fresh Try contexts without the key; after the attempt compare the method as well as the answer.
Record actual responses, access mode and assistance; never invent observations or infer mastery.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
These finite examples do not establish mastery, age suitability or teaching efficacy. Oral and scribed work can show mathematical reasoning but not independent handwriting. Canonical ages and clauses are preserved; actual readiness must be checked.
Record actual responses, access mode and assistance; never invent observations or infer mastery.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Rewrite 7/10 as 70/100
- Calculate 3/10 + 4/100 = 34/100
- Explain why 5/10 = 50/100 using a hundredths grid
“If your child needs to add 3/10 and 17/100, can they rewrite 3/10 as hundredths first — and then add the two fractions together?”
Curriculum record
- Type
- Procedural
- Subject
- Mathematics
- Domain
- Fractions
- Age range
- Ages 9–10