Year 4 Mathematics
Decimal Fractions Task
Task Outline:
You will need to play five games of ten pin bowling and record your scores. You will describe your score as a total out of
ten and then as a decimal: “I scored 8 out of 10. That is eight tenths.”
Your score is recorded on a number line and you need to calculate your progressive total.
Equipment Required:
One set of ten pins and a bowling ball for each group of 3 students.
Paper and pencils for recording scores.
Rulers to construct number lines.
Procedure:
1. Each student takes a turn at bowling.
2. Tell the group your score as a fraction out of ten (the group should agree on that score).
3. Record your score on a number line (You will need to construct the number line before you begin the game).
4. After each turn, you need to record your progressive score on the number line by counting on and marking the
new total.
5. After you have completed your five turns, provide your final score and write an explanation of how you
calculated your score using the number line.
6. Provide a short statement (3-4 sentences) reflecting on what you have learned about decimals and the
number line.
Year 4 Mathematics – Decimals Task
Assessable Elements
Knowledge and Uses decimal notation and
positions decimal
Understanding
fractions on a number
line.
Calculates addition of
decimal using a number
line.
Records data in a table.
Thinking and
Reasoning
Uses reasoning to
describe position of
decimals on a number line
and value of numbers
between whole numbers.
Communicating
Explains the process used
when adding decimals
using a number line.
Reflecting
Reflects on own learning
about decimals and can
identify other real life
examples where this
knowledge may be useful.
Descriptors
A
B
C
Demonstrates comprehensive knowledge of
decimals by accurately placing all scores on
the number line in decimal notation.
Demonstrates satisfactory knowledge of
decimals by placing most scores on the
number line in decimal notation.
Accurately adds each progressive score using
the number line and recording the progressive
total correctly as a decimal fraction.
Adds progressive scores by counting
along the number line and mostly
recording progressive total correctly.
Comprehensively records scores in a table by
showing raw scores, common fraction in
tenths and decimal fractions.
Applies insightful reasoning to determine the
position of the decimals on the number line
and checks for accuracy. “I know 0.7 is less
than the whole amount, but greater than 0, so
it must be between 0 and 1. When I added my
next score it went over 1 and between 1 and
2.”
Explains clearly and accurately the process
used to add decimals fractions using a number
line with detailed steps in the process. “I
began with 0.7 and then I scored another 5
which is 0.5 more. I used the number line to
count on five more tenths and marked my
next total. I continued to do this until the end
of the game.”
Perceptive statements about own learning
includes reference to old knowledge and new
knowledge. “I already knew… and after
playing this game and completing the number
line activity I also learnt…..”
Records scores in a table as a decimal
fraction.
Demonstrates competent application of
reasoning to check the position of
decimals on the number line. “I scored
0.5 so I counted five tenths along the
number line. It was between 0 and 1.”
Provides a sound statement to
communicate the process used to add
decimals using a number line with one
or two simple steps in the process. “I
counted 5 more along the line.”
Reflects on own learning using a
relevant reflection about something new
learnt about decimals. “I learnt…..”
D
E