Reading Decimal Numbers

Overview

Lesson 2 of 5 in Decimal Place Value Explorers. Students use place-value cards, decimal grids and base-ten materials to read, write and represent tenths and hundredths as fractions and decimals.

Learning intentions

• WALT read and write decimals to hundredths.
• WALT represent tenths and hundredths as fractions and decimals.
• WALT use zero as a place holder.
• WALT explain how the position of a digit changes its value.

Success criteria

• I can read decimals accurately, including numbers with a zero in the tenths place.
• I can write tenths and hundredths as fractions and decimals.
• I can use zero as a place holder, for example, 0.06.
• I can match a decimal with a model, fraction and word form.

Curriculum links

• Number: recognise, represent, read and write decimals to hundredths.
• Number: connect tenths and hundredths with equivalent fractions and decimals.
• Place value: explain the value of digits according to their position.
• Mathematical language and reasoning: communicate, represent and justify mathematical ideas using materials, diagrams and symbols.

Lesson structure (30 minutes)

1. 0–4 minutes – Daily review and hook Display the review questions in the decimal place-value introduction deck. Students answer independently on the decimals practice worksheet:

• Write 6/10 as a decimal. Answer: 0.6
• What does the 7 mean in 0.70? Answer: 7 tenths
• Which is equivalent to 0.25: 25/100 or 2/5? Answer: 25/100 Briefly discuss why 0.70 and 0.7 have the same value, while 0.07 is different.

2. 4–9 minutes – Build the place-value meaning Show a whole square as one whole, divided into 10 tenths and then 100 hundredths. Use the place-value partitioning strategy mat with a large model. Build 0.6 and 0.06 using coloured counters or base-ten materials, emphasising that the zero in 0.06 holds the tenths place.

3. 9–15 minutes – Teacher modelling and oral rehearsal Model 0.6, 0.06, 0.35 and 35/100 using place-value cards and the decimal grid. Point to each digit as students repeat:

• 0.6: six tenths, or 6/10
• 0.06: six hundredths, or 6/100
• 0.35: thirty-five hundredths, or 35/100 Use the sentence frame: “The digit ___ is in the ___ place, so its value is ___.” Refer to the modelled examples and speaking prompts.

4. 15–23 minutes – Hands-on matching sort Place students in five mixed-ability groups of four. Give each group decimal, fraction, word-form and representation cards. Students build or draw each number, then match examples such as 0.6, 6/10, six tenths; 0.06, 6/100, six hundredths; and 0.35, 35/100, thirty-five hundredths. Students must explain one match to another group member using the sentence frame. Use colour-coded tenths and hundredths columns, and provide reduced-range cards where needed.

5. 23–27 minutes – Independent practice Students complete the selected questions on the decimals practice worksheet. Include tasks to:

• write 6/10, 6/100 and 35/100 as decimals;
• write 0.4, 0.08 and 0.25 as fractions;
• draw or shade decimal grids;
• explain the role of the zero in 0.06. Circulate, checking accurate reading and recording.

6. 27–30 minutes – Share and exit check Return to the discussion and plenary slides. Ask: “How is 0.5 different from 0.05?” Invite two students to explain using a model or place-value language. Students complete the final worksheet prompt: “Write one decimal, its fraction form and how you know they are equivalent.”

Resources

• the decimal place-value introduction deck
• the decimals practice worksheet
• the place-value partitioning strategy mat
• Base-ten materials or decimal grids, one set per group
• Place-value cards labelled ones, tenths and hundredths
• Decimal, fraction, word-form and representation cards
• Coloured counters or pencils
• Mini-whiteboards and pens

Assessment

• Listen for accurate language: tenths, hundredths, decimal point and place holder.
• Observe whether students correctly match models, fractions and decimals, especially 0.6 and 0.06.
• Check worksheet responses and the final explanation to identify students needing further support in Lesson 3.

Differentiation

• Support: use colour-coded tenths and hundredths columns, oral rehearsal and the sentence frame. Begin with 0.1–0.9 before introducing hundredths.
• Support: provide teacher-led small-group modelling with a decimal grid and reduced-range number cards; allow students to point to or build an answer before writing it.
• EAL/SEN: pre-teach and display “tenths”, “hundredths”, “digit”, “place value” and “equivalent”; pair students strategically and accept verbal explanations alongside written work.
• Extension: find multiple representations for a decimal and explain the difference between 0.5 and 0.05, using a model, fraction and place-value explanation.