Students find the value of digits to the thousandths, write decimals in expanded form, compare and order decimals, and read a rainfall table.
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A worked example puts 2.068 in a chart from ones to thousandths and shows why the zero in the tenths place matters. Across 24 questions, students name the value of bold digits, write expanded form for numbers such as 0.904 that have zero places, compare pairs like 0.5 and 0.50, and order two sets of decimals. A four-day rainfall table asks for Monday's 0.45 in words, and a riddle builds a number from 3 ones, 9 tenths, 0 hundredths and 2 thousandths. The answer key adds a tip for comparing.
Watch the comparison of 0.09 and 0.1: students who look only at the digits pick 0.09 because 9 is more than 1. Have them write 0.1 as 0.10 and compare 9 hundredths with 10 hundredths.
In Part B, students often write a term for a zero place, such as 0.9 + 0.00 + 0.004 for 0.904. Point back to 2.068 in the example, where the zero tenths place has no term.
Ways to adjust the 24 items for different students.
Each one is checked against the official documents. Where the resource covers only part of a standard, the note says so.
Students give the value of a digit in decimals to the thousandths, write decimals in expanded form, and write a rainfall amount in words. Expanded form here is written with decimals (6 + 0.3 + 0.05 + 0.007), not with fractions as in the standard's example.
Students compare six pairs of decimals with greater than, less than or equal signs, put two sets of decimals in order, and compare rainfall amounts in a table.
Students give the value of a marked digit and write decimals to the thousandths in expanded form.
Students compare pairs of decimals with <, > or =, order sets of four, and compare rainfall amounts in a table; the expectation names two decimals, so the four-number ordering goes slightly beyond it.
Every number has at most two digits before the decimal point and at most three after it, from 0.043 to 31.25.
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