Reading Decimal Place Value

Overview

In this second lesson of the 12-lesson unit Decimal Fractions and Operations, students build on their understanding of whole-number place value and fractions. They identify the value of each digit in decimals to hundredths, read and write decimals, compare and order them, and explain why zero can act as a placeholder.

Learning intentions

• WALT identify the value of each digit in decimal fractions.
• WALT read and write decimals to hundredths.
• WALT compare and order decimals, including decimals with different numbers of decimal places.
• WALT explain the role of zero as a placeholder.

Success criteria

• I can name the place and value of each digit in a decimal.
• I can read and write decimals to tenths and hundredths.
• I can compare and order decimals using place value.
• I can explain why 0.5 and 0.50 have the same value.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge learners and deepen understanding.
• Mathsteasers / Alignment: challenging tasks connect with existing mathematics learning and extend relevant content.
• Additional resources for advanced learners: opportunities for reasoning, justification and mathematical communication.
• Mathematics and Statistics refreshed curriculum emphasis: students use representations, reasoning and mathematical language to communicate and solve problems.

Lesson structure (60 minutes)

1. 0–7 min · Hook and retrieval. Display the opening question in the decimal place-value introduction deck: “Which is greater: 0.5 or 0.05? How do you know?” Students think independently, rehearse an explanation with a partner, then share; the teacher records different representations and strategies without confirming the answer immediately.

2. 7–18 min · Explicit teaching. Use the place-value teaching slides and model a place-value chart from ones to hundredths. Build 3.47 with digit cards or a place-value slider, naming each digit’s place and value: 3 ones, 4 tenths and 7 hundredths. Model reading and writing decimals in standard and expanded form, including 0.6, 0.60 and 0.06. Emphasise that a zero may hold an empty place and that 0.5 = 0.50, while 0.05 is different.

3. 18–28 min · Guided practice. Give pairs a place-value grid and digit cards, or use the standard form place value slider. Display numbers such as 2.08, 4.30, 0.75 and 6.04. Students build each number, identify the value of a selected digit, and explain the purpose of any zero. Pause for whole-class checks using “show me” responses and ask students to justify, rather than guess, their answers.

4. 28–43 min · Independent practice. Distribute the decimal place-value practice worksheet. Students complete tasks reading and writing decimals to hundredths, matching digits to their values, comparing pairs using >, < or =, and ordering sets of decimals. Begin with tenths and familiar representations for students who need support, then move to hundredths. Confer with individuals and ask, “Which place should you compare first?”

5. 43–53 min · Reasoning challenge. Show the challenge on the comparison and ordering discussion slides: “Order 0.7, 0.07, 0.70, 0.17 and 0.67 from least to greatest. Which values are equal? Prove it.” Students work in pairs, use grids or sliders if helpful, and prepare a brief explanation. Invite several pairs to present different justifications, such as equivalent hundredths, expanded form or a number line.

6. 53–60 min · Plenary and exit check. Revisit the opening question using the plenary and exit-question slide. Students complete an individual exit response: “Explain the value of the 5 in 3.05 and why 0.5 is equal to 0.50 but not 0.05.” Collect responses to identify who is ready for further hundredths work and who needs targeted reteaching.

Resources

• the decimal place-value introduction deck
• the decimal place-value practice worksheet
• the standard form place value slider
• Place-value grids, one per pair
• Digit cards 0–9
• Mini-whiteboards and pens
• Individual maths books or pencils
• Board and markers

Assessment

• Listen for accurate use of ones, tenths, hundredths, value, greater than and less than during partner explanations.
• Check built numbers and worksheet responses, particularly errors involving zero as a placeholder and unequal decimal lengths.
• Use the exit response to group students for the next lesson: secure, developing, or requiring further modelling with tenths.

Differentiation

• Support learners with a colour-coded place-value grid, concrete digit cards, the slider, expanded-form examples and paired rehearsal before independent writing.
• Initially provide decimals limited to tenths, then introduce hundredths and zero placeholders when students demonstrate confidence.
• Offer sentence starters: “The digit ___ is in the ___ place, so its value is ___”; “I compared the ___ place first because ___.”
• For EAL learners and students requiring additional support, read numbers aloud, display vocabulary with symbols and examples, reduce the number of questions, and allow oral explanations or scribing.
• Extend advanced learners by asking them to order decimals with equal and unequal numbers of decimal places, identify equivalent values, create a decimal that belongs between two given numbers, and justify the order using two representations.