By the end of year 5, pupils must be able to divide 1 into 2, 4, 5 or 10 equal parts. This is important because these are the intervals commonly found on measuring instruments and graph scales.
Pupils should practise counting in multiples of 0.1, 0.2, 0.25 and 0.5 from 0, or from any multiple of these numbers, both forwards and backwards. This is an important step in becoming fluent with these number patterns.
Language focus “Twenty-five, fifty, seventy-five, one hundred” needs to be a fluent spoken language pattern. Fluency in this language pattern provides the basis to count in multiples of 0.25.
Pupils should be able to apply this skip counting, beyond 1, to solve contextual multiplication and division measures problems, as shown in 5NPV–4 Example assessment questions below (questions 8 to 10). Pupils should also be able to write, solve and manipulate multiplication and division equations related to multiples of 0.1, 0.2, 0.25 and 0.5 up to 1, and connect this to their knowledge of fractions, and decimal-fraction equivalents (5F–3). Pupils need to be able to solve addition and subtraction problems based on partitioning 1 into multiples of 0.1, 0.2 and 0.5 based on known number bonds to 10. Pupils should also have automatic recall of the fact that 0.25 and 0.75 are bonds to 1. They should be able to immediately answer a question such as “I have 1 litre of water and pour out 0.25 litres. How much is left?”