Decimal Number Place Value Page 2
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1
24. Point to the strip that is divided into
11. Ask the learners to answer questions such as:
hundredths and ask the learners what fraction
“Of 0.294 and 0.615, which is smaller and why?”
one segment of the strip is. When the learners
“Of 0.09 and 0.009, which is smaller and why?”
respond correctly by saying “one hundredth”,
“Of 0.8 and 0.699, which is smaller and why?”
/
ask, “How do you write that?” Listen for “
”,
1
100
Follow-up activity
“hundredth”, “0.01” – ensure all responses are
included and written down.
Using the decimals sheet for support, ask the
learners to put the following number in order from
/
5. Ask the learners to cover
and discuss the
20
100
smallest to largest:
ways in which this could be written. Record
all responses. Listen for and encourage “20
•
0.4, 0.05, 0.45, 0.448
/
/
hundredths”, “
”, “0.20”, “
”, “0.2”.
20
2
100
10
•
3.387, 3.4, 3.09, 3.199.
Discuss the fact 0.20 and 0.2 are the same
and that 0 is usually not written unless it is
essential as a place holder or used to indicate a
level of accuracy.
6. Ask the learners to answer questions such as :
“Of 0.29 and 0.61, which is smaller and why”?
“How else could 0.7 be written?”
“Of 0.7 and 0.69, which is smaller and why?”
7. Point to the strip divided into thousandths
and ask the learners what fraction is one
segment of the strip. When the learners
respond correctly by saying “one thousandth”,
ask, “How do you write that?” Listen for
/
“
”, “thousandth”, “0.001” – ensure that all
1
1000
responses are included and written down.
8. Ask the learners to cover
/
and discuss
400
1000
the ways in which this could be written. Record
all responses. Listen for and encourage “400
thousandths”, “40 hundredths”, “4 tenths”,
“0.400”, “0.40”, “0.4”, etc. Again discuss the
role of 0 as a place holder.
9. Ask the learners to cover 0.3 on all strips and
record all the ways it could be written. Ask
/
/
them to explain their thinking (0.3,
,
,
3
30
10
100
/
).
300
1000
/
10. Repeat with 0.65,
, 1.4.
250
1000
Tertiary Education Commission Teaching Adults to Make Sense of Number to Solve Problems: Using the Learning Progressions
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