Module 1 Counting and understanding number
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Can I read, write, partition and order decimal numbers?

Example review questions

  • Tell me a number that lies between 5.2 and 5.3.
  • Tell me a decimal number that lies between 4.17 and 4.2.
  • What does the 4 mean in each of these numbers?
    3.4, 4.5, 0.34, 3.654
  • Write the decimal number that is one and three hundredths.
  • Put the following in order from largest to smallest.
    5.25, 15.3, 5.78, 5.87, 5.2, 1.5, 1.375, 1.4, 1.3, 1.35, 1.425
  • Place these decimals on a number line from 6.9 to 7.1.
    6.93, 6.91, 6.99, 7.01, 7.06

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

PDF file Can I read, write, partition and order decimal numbers? - teaching guidance | 75KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resource for a description.

PDF file How to use decimal number line ITP | 128KB new window

SWF file Decimal number line ITP | 37KB new window

DOC file Place value charts and partitioning tool| 132KB new window

DOC file Place value charts and partitioning tool guide| 308KB new window

XLS file Increasing number grid generator | 197KB new window

PDF file Springboard 6, Lesson 1 Place value | 43KB new window

PDF file Springboard 6, Lesson 1 Resources | 20KB new window

PDF file Springboard 7, Unit 5, Section 3 Decimals | 2MB new window

PDF file Springboard 7, Unit 13, Section 4 Ordering fractions and decimals | 1.3MB new window

Decimal number line

itp_decimal_number_line.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of place value within numbers. Decimal number line ITP allows the child or teacher to select an interval from a given number line and show that interval divided into ten equal parts but on a bigger scale, which can then be repeated.

Opportunities to use and apply

Possible contexts include:

  • calculation, e.g. 17.82 – box.gif = 17.22.
  • using a calculator, e.g. Changing 534.65 to 534.6 or 0.07 to 1.17 in one step (operation).
  • PE, e.g. Ordering class standing long jumps such as 95 cm, 1.04 m, 89 cm, 1.10 m.
  • word problems involving mixed units of measure, e.g. A packet contains 1.5 kilograms of guinea-pig food. Remi feeds her guinea pig 30 grams of food each day. How many days does the packet of food last?
  • number sequences, e.g. Continue these patterns:
    1.8, 1.6, 1.4, 1.2 … 1.92, 1.94, 1.96, 1.98 …

Confirming learning

Ask probing questions such as:

  • What do you look for first when you order a set of decimal numbers? Which part of each number do you look at to help you?
  • Which number lies exactly halfway between 1.2 and 1.5?
  • Write two different decimal numbers that contain three units and seven hundredths. Which is the larger of the two? How do you know?
  • On a number line, which of these numbers is closest to 1?
    0.2 0.95 1.2 1.9
    Use words or diagrams to explain how you know.