Tenths and Hundredths

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Date:

Part 1: Read, write and represent

Instructions: Show your thinking where needed. Remember that tenths have one decimal place and hundredths have two decimal places.

1. Write seven tenths as a fraction and as a decimal.

2. Write 43 hundredths as a fraction and as a decimal.

3. Write each decimal as a fraction in hundredths or tenths.

a) 0.6 = ________ b) 0.08 = ________

4. Complete the equivalent representations.

0.4 = ______ tenths = ______/100

0.25 = ______/100 = ______ hundredths

5. Use <, > or = to compare each pair.

a) 0.7 ______ 0.65 b) 0.30 ______ 0.3

Part 2: Compare, order and solve

6. Order these numbers from smallest to largest: 0.4, 0.14, 0.41, 0.04.

7. A class walks 0.7 km in the morning and 0.25 km in the afternoon. How far do they walk altogether?

Answer: ______ km

8. Wire is 1 metre long. Maia uses 0.35 m. How much wire is left?

Answer: ______ m

9. Explain why 0.5 and 0.50 have the same value. Use fractions or a place-value explanation.

10. Challenge: Hana says 0.5 is smaller than 0.45 because 5 is less than 45. Is Hana correct? Explain your answer.

Teacher marking guide

Suggested total: 12 marks. Award 1 mark for each correct response in Questions 1–6, 1 mark for the correct answer and 1 mark for clear working in Questions 7–8, and 1 mark each for the explanations in Questions 9–10.

Answers: 1. 7/10 and 0.7. 2. 43/100 and 0.43. 3. a) 6/10, b) 8/100. 4. 0.4 = 4 tenths = 40/100; 0.25 = 25/100 = 25 hundredths. 5. a) > b) =. 6. 0.04, 0.14, 0.4, 0.41. 7. 0.95 km. 8. 0.65 m. 9. Both represent 50 hundredths; adding a zero to the right of a decimal digit does not change the value. 10. No. 0.5 = 0.50, and 0.50 is greater than 0.45.

Achievement indicators: The student reads and writes tenths and hundredths as fractions and decimals; identifies equivalent forms; compares decimals using place value; orders decimals; solves addition and subtraction problems involving tenths and hundredths; and explains their reasoning using mathematical language.

Four-level rubric

Beginning: Identifies some tenths or hundredths but may confuse place value, fractions and decimals. Needs support to compare or order numbers.

Developing: Represents familiar tenths and hundredths with some accuracy. Compares or orders some decimals and attempts working in problem-solving tasks.

Secure: Accurately reads, writes, represents, compares and orders tenths and hundredths. Solves the real-world problems and explains reasoning clearly.

Extending: Works accurately and efficiently, justifies equivalent decimals and fractions, and gives a clear place-value explanation for the challenge question.

Curriculum link: Te Mātaiaho Phase 2 rational numbers, including NZ-TMA-MATHEMATIC-Y4-6-number-027-DOC153 and NZ-TMA-MATHEMATIC-Y4-6-number-028-DOC153.