1. Place Value and Decimals 1 – Objectives
Explore the Place Value of 2-place decimals by ordering and comparing on a number line.
You will need:
a copy of the number lines from Slide 3.
You may need:
mini whiteboards/ exercise books.
© Hamilton Trust Keeping Up Term Week 1 Day 3

2. 1.93 1.89 1.09 1.99 0.2 0.11 1.9 PV and Decimals 1 – Mastered it?
Place the following numbers in order, smallest to largest:
1.93
1.89
1.99
1.09
0.2
Students record on mini whiteboards or in back of books.
Answers: < 0.2 < 1.09 < 1.89 < 1.9 < 1.93 < 1.99
0.11
1.9
© Hamilton Trust Keeping Up Term Week 1 Day 3

3. PV and Decimals 1 – Mastered it?
0.45
0.21
0.39
Mark 0.45, 0.21 and 0.39 on this line.
1.67
2.49
1.51
2.03
Mark 1.51, 2.03, 1.67 and 2.49 on this line.
Students record on a copy of the number lines.
Answers: Use animation to reveal.
© Hamilton Trust Keeping Up Term Week 1 Day 3

4. PV and Decimals 1 – Objectives
Explore the Place Value of 2-place decimals by ordering and comparing on a number line.
If students have demonstrated good understanding, finish here.
Otherwise continue to the direct teaching section.
© Hamilton Trust Keeping Up Term Week 1 Day 3

5. . PV and Decimals 1 – Direct Teaching
tenths
0.01s
hundredths 3 1 4 7 2 8 9 .
Ask students to draw a PV grid on their boards/ in books, labelling the columns as shown. Stress that 0.1s are tenths and 0.01s are hundredths.
Working from left to right across the PV grid…
Compare how many tens and ones in the number
Compare how many tenths in 3.7 and 3.14
Compare how many tenths in 4.2 and 4.38
Compare how many hundredths in 4.38 and 4.39
© Hamilton Trust Keeping Up Term Week 1 Day 3

6. PV and Decimals 1 – Direct Teaching
tenth
ones
tens
decimal point
hundredth
Which of each pair of numbers is larger?
Explain why, using appropriate vocabulary…
Ask students to draw another PV grid on their boards/ in books if required. Model use of appropriate Place Value language during teaching and discussion.
It is very important that students struggling with PV write many numbers on PV grids - saying the value of each digit aloud, e.g. three hundreds, five tens, etc
Watch out for students who think that 5.24 is more than 5.6 because 24 is more than 6.
Answers: 3.1 > 3.08 (3.1 has more tenths), < 4.39 (4.19 has fewer tenths), 5.6 > 5.24 (5.6 has more tenths), < 6.58 (6.54 has fewer hundredths)
© Hamilton Trust Keeping Up Term Week 1 Day 3

7. PV and Decimals 1 – Individual Practice
Choose one set of numbers and write them in order, smallest to largest:
Answers
5.09 < 5.89 < 5.9 < 6 < 6.1 < 6.15 < 6.28 < 6.3 < 6.4 < 6.5
1 < 1.1 < 1.12 < 1.2 < 1.32 < 1.4 < 1.45 < 1.5 < 2.01 < 2.1
Watch out for students who:
think that 6.15 is more than 6.4, for example, ‘because 15 is more than 4’;
think that 5.09 > 5.9, for example, ‘because 5.09 has more digits’.
Ask students to do the second set if you are not convinced that they have mastered it.
Use the animation to reveal the answers.
Answers: < 5.89 < 5.9 < 6 < 6.1 < 6.15 < 6.28 < 6.3 < 6.4 < 6.5; 1 < 1.1 < 1.12 < 1.2 < 1.32 < 1.4 < 1.45 < 1.5 < 2.01 < 2.1
© Hamilton Trust Keeping Up Term Week 1 Day 3