Decimal Number Place Value
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1
2•
Zero is essential as a place holder, for example
Decimal number place value
0.023 is not the same as 0.23. However, it is
not written when the number makes sense
without it, for example 0.230 is written as 0.23.
Number Sequence progression, 5th step;
The 0 is written, however, when it is necessary
Place Value progression, 5th step
to show the accuracy of a measurement, for
The purpose of the activity
example, 2.230 metres indicates that the
In this activity, the learners develop their
measurement has been made to the nearest
understanding of the place value system to include
millimetre.
the decimal numbers tenths, hundredths and
•
When selecting a context for developing an
thousandths. They learn to name any decimal
understanding of decimal place value, be aware
number in tenths, hundredths and thousandths.
of the difficulties that arise when using money
The teaching points
or measurement. For example, $12.35 is usually
treated as two whole number parts, 12 dollars
•
The system for whole numbers, where each
place to the right is smaller by a factor of 10,
and 35 cents rather than 12.35 dollars.
continues for the decimal numbers.
Resources
For example:
•
Decimal number place value templates (see
Appendix B), for each learner with four strips
-
The value of the first place to the right of ‘one’
of equal length placed directly underneath
/
/
is ‘tenths’ – 0.1 is
of 1, 0.2 is
of 1, etc
1
2
10
10
each other: one left unmarked, one divided into
-
The value of the second place to the right of
tenths, one divided into hundredths and one
‘one’ is
/
of
/
of 1 or
/
of 1 – 0.01 is
/
,
1
1
1
1
10
10
100
100
divided into thousandths.
0.23 is
/
or
/
and
/
.
23
2
3
100
10
100
The guided teaching and learning sequence
-
The value of the third place to the right of
1. Point to the strip divided into tenths and ask
/
/
/
/
‘one’ is
of
of
or
of 1. 0.001
1
1
1
1
10
10
10
1000
the learners what fraction one segment of the
/
/
/
/
is
, 0.012 is
or
and
and
1
12
1
2
1000
1000
100
1000
strip is. When the learners respond correctly by
0.345 is
/
or
/
,
/
and
/
.
345
3
4
5
1000
10
1000
1000
saying “one tenth”, ask, “How do you write that?”
•
A decimal point is used to separate the whole
/
Listen for “
”, “tenth”, “0.1” – ensure that all
1
10
numbers on the left (the ones, tens, hundreds,
responses are included and written down.
etc.) from the decimal parts on the right (the
2. Ask the learners to cover portions of the tenths
tenths, hundredths, thousandths, etc.).
strip, using the variety of possible names, for
Note: If using place-value charts, the decimal
/
example, 0.2, seven tenths,
.
4
10
point does not hold a place
3. Ask the learners to answer questions such as:
HUNDREDS
TENS
ONES
TENTHS
HUNDREDTHS
“Of 0.2 and 0.6, which is smaller and why?”
•
“How else could
/
be written?”
10
10
/
“How else could
be written?”
11
10
“Put 0.6, 0.9, 1.1 in order and explain the reason
for this order.”
Tertiary Education Commission Teaching Adults to Make Sense of Number to Solve Problems: Using the Learning Progressions
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