These exercises and activities are for students to use independently of the teacher to practise number properties.
- Write a decimal involving hundredths in expanded form, and vice versa.
- Shade decimal fractions.
- Identify digits in the hundredths column.
- Convert improper fractions involving hundredths to both a mixed number and a decimal.
- Add and subtract a hundredth from a number.
- Read a number line marked in tenths.
Number Sequence and Order, AA-AM (Stage 6 -7)
- Practice exercises with answers (PDF or Word).
Prior knowledge.
Write a whole number in expanded form
Explain the role of the decimal point as separator of the wholes and the parts of a whole
Write tenths and hundredths in decimal and fraction form
Background
It is important that students develop a good sense of understanding of decimal palce value.
Comments on the Exercises
Exercise 1
Asks students to write a number in expanded form.
Exercise 2
Asks students to write the expanded number as a one decimal place number.
Exercise 3
Asks students to colour in the decimal (tenths decimals and hundredths decimals) on a diagram.
Exercise 4
Asks students to write mixed number fractions with a 100 as a denominator as a decimal. For example, 15/100 = 0.15.
Exercise 5
Asks students to underline the digit in the hundreds place.
Exercise 6
Asks students to circle around the digit in the hundredths place.
Exercise 7
Asks students to add one hundredth (1/100) to numbers.
Exercise 8
Asks students to subtract one hundredth (1/100) from numbers.
Exercise 9
Asks students to add one hundredth (0.01) to decimal numbers.
Exercise 10
Asks students to subtract one hundredth (0.01) to decimal numbers.
Exercise 11
Asks students to identify the digit in the tens, hundreds, tenths, hundredths column in numbers.
Exercise 12
Asks students to identify what number an arrow is pointing to a decimal number line. This exercise taps into the measure construct of decimals, so may be harder for students to work with than the numbers alone. This is because number lines use a different set of conventions to those used in counting. For example, in this exercise it is important for students to start off by looking at the numbers at each end of the interval, then working out what each major mark, and each minor mark stands for. It is surprising how many students assume that each (major) mark stands for one, with each of the little marks being a tenth, and do not realise that they need to start out by identifying the scale on the interval.
Exercise 13
Asks students to multiply hundredths in the form of 6 lots of 2/12. This activity introduces students to multiplication of fractions, but uses the more familiar concepts of ‘lots of’. Introductory problems can be modelled using equipment like decipipes or place value blocks before the exercise is introduced. The final problems involve students writing and marking their own problems, including one word problem. This latter should be collected in for marking, to check that students have developed an understanding of the multiplications, and can recognise an instance in which using this process would be of value. Discussing the word problems may be an important follow-up, especially where some students have demonstrated lack of understanding. Modelling what they have created as a problem with materials would be a useful way of correcting misconceptions about which practical problems utilise this skill.
Exercise 14
Asks students to multiply by hundredths in the form of 0.03 x 4. This exercise looks at multiplication of decimals. Note that the standard algorithm will cause some students grief (for example 0.06 x 5 = 0.3, which does not have two decimal places). Again, this topic should be introduced using equipment like decipipes or place value blocks to build an understanding of the process. Using language like 4 lots of three hundredths equals twelve hundredths (and how do we write this) is useful.