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Decimal Place Value: Free Response

5 questions in parts, 61 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Expanded form, and a digit that adds nothing . Foundational, 10 points. Question 1 of 5.

    Expanded form writes a decimal as the sum of what its digits contribute, one term per column, so every column becomes visible at once. It also puts a question on the table, because a column can hold a digit that contributes nothing at all to that sum.

    1. Part A.

      Take the decimal 6.0736.073. Name the place of each of its four digits, working left to right, and give the value each digit contributes. Say which digit contributes nothing to the total.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Write 6.0736.073 in expanded form, as a sum of the values its digits contribute. Then go the other way and write in digits the decimal named by the sum 2+910+410002 + \tfrac{9}{10} + \tfrac{4}{1000}.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      A student argues that the zero in 6.0736.073 contributes nothing to the expanded sum, so it can be left out, and 6.736.73 names the same number. Decide whether the claim holds, and justify your decision by saying what happens to the columns of the 77 and the 33. Then say what the zero is doing in 6.0736.073.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Names the place of all four digits, counting the columns rightward from the point rather than guessing them. . Worth 2 points.

    Gives each digit's value as a whole number or a fraction over its column's value, and identifies the digit that adds nothing to the total. . Worth 1 point.

    Part B 3 points

    Writes the expanded form as a sum of place-value terms, each nonzero digit over the value of its own column, with the zero term either written or dropped. . Worth 2 points.

    Rebuilds the decimal from the sum with a digit written in every column between the point and the final digit. . Worth 1 point.

    Part C 4 points

    Reaches a verdict from which column the 77 and the 33 occupy in each of the two numerals, and says what a difference of column does to a digit's contribution. . Worth 3 points. needs an explanation, not just an answer

    Separates what the zero adds to the sum from the job it is actually doing in the numeral. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Write 4.2094.209 in expanded form as a sum of the values its digits contribute, state the place and the value of the digit 99, and decide whether 4.294.29 names the same number, with a reason.

  2. 2. One step to the right, on either side of the point . Foundational, 12 points. Question 2 of 5.

    The digit 88 appears three times in 8.888.88, once in each of three neighbouring columns, which makes that number a small laboratory for the rule relating one column to the next. The rule was written for whole numbers, and this question asks whether it survives the crossing of the decimal point.

    1. Part A.

      In 8.888.88, give the value of each of the three 88s. Then state what you multiply one of those values by to get the value of the 88 immediately to its right, and say which of the two steps crosses the decimal point.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      A classmate objects that the tenths place needs a rule of its own: bundling ten ones into one ten says nothing about what lies beyond the ones column, so dividing by ten to get there must be an extra rule invented for decimals. Answer the objection from the bundling rule itself, and say why the decimal point does not interrupt it.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    3. Part C.

      Compare the hundreds column with the hundredths column. Give the value a digit 77 contributes in each, say how many steps each column sits from the ones column and in which direction, and say what the ending -ths records about the right-hand one.

      Compare the two methods Say what each one costs you, and when you would reach for it. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Gives all three values, each as a whole number or a fraction over the value of its column. . Worth 2 points.

    States a single multiplier that carries each value to the one on its right, and identifies the step that crosses the point. . Worth 2 points.

    Part B 4 points

    Derives the divide-by-ten step from the bundling rule and the undoing of a step to the left, rather than asserting it as a separate rule for decimals. . Worth 3 points. needs an explanation, not just an answer

    Says what the decimal point is, and why something that is not a column has no power over the relation between two columns. . Worth 1 point.

    Part C 4 points

    Gives both contributions, one as a whole number and one as a fraction. . Worth 2 points.

    Counts the steps from the ones column in both directions and says what the mirrored name records about the two place values. . Worth 2 points. needs an explanation, not just an answer

  3. 3. Grams in words and in digits . Application, 13 points. Question 3 of 5.

    A jeweller weighs small pieces on a scale that reads in grams to three decimal places, while the shop's tickets are written out in words. Moving between the two forms turns on one thing throughout: which column the last digit sits in.

    1. Part A.

      The scale reads 0.1640.164 grams. Write that mass in words, as it would be read aloud, including its whole-number part, and write it as a fraction of a gram in lowest terms.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points

    2. Part B.

      Three tickets read, in words: nine and four tenths grams, nine and four hundredths grams, and nine and forty thousandths grams. Write each of the three in digits, giving every figure a digit in each column its own words name, and say which of them record the same mass.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      A clerk copying a ticket that reads eight and five thousandths grams writes 8.58.5 grams. Name the column the clerk put the 55 in and the column the ticket called for, write the mass correctly in digits, and say how many times the part after the point in the clerk's figure is the part the ticket asked for.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Reads the whole-number part first, then the digits after the point as one whole number, and finishes with the name of the column the last digit occupies. . Worth 2 points.

    Writes the mass over ten, a hundred or a thousand according to the number of digits after the point, and reduces it with the greatest common factor. . Worth 2 points.

    Part B 4 points

    Writes all three spoken forms in digits, with a digit standing in every column the words name. . Worth 2 points.

    Attaches the unit of mass to the figures. . Worth 1 point.

    Says which of the three tickets record one and the same mass, and which stands apart. . Worth 1 point.

    Part C 5 points

    Names the column the clerk used and the column the ticket called for, and says how many columns apart they are. . Worth 2 points.

    Gives the figure the ticket calls for in digits, with every column between the point and the final digit filled. . Worth 2 points.

    Compares the two parts after the point and reports the factor between them, rather than calling the entry merely wrong. . Worth 1 point. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    The scale reads 3.0903.090 grams for one piece and 3.0093.009 grams for another. Write each mass in words as it would be read aloud, and write each as a mixed number of grams with its fraction part in lowest terms.

  4. 4. Which zeros can go . Reasoning, 12 points. Question 4 of 5.

    Whether a zero can be deleted from a decimal without changing its value is not settled by the zero, which contributes nothing wherever it stands. This question works two deletions, then asks for a test that decides any of them, and then carries that test one column too far.

    1. Part A.

      Write 0.9400.940 and 0.0940.094 each as a fraction over ten, a hundred or a thousand, and reduce each to lowest terms. Now delete the final zero from 0.9400.940, and separately delete the zero standing between the point and the 99 in 0.0940.094, and write each result as a fraction in lowest terms as well. Report which of the two deletions left the value alone.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Write down a test of this form, so that it is true: a zero written after the decimal point may be deleted without changing the value exactly when some condition on the other digits holds. Then justify both directions of your test, saying what deleting a digit does to the columns of the digits standing to its right.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    3. Part C.

      The test does not survive being carried to the left of the point: the final zero of the whole number 3,7003{,}700 cannot be deleted. Explain what is different about that case by saying which digits change column and what that does to their contributions, and say what the trailing zeros of a whole number are doing that a trailing zero after the point is not.

      Compare the two methods Say what each one costs you, and when you would reach for it. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Writes all four decimals as fractions over ten, a hundred or a thousand and reduces each one with the greatest common factor. . Worth 3 points.

    Decides each case by comparing the fraction after the deletion with the fraction before it, rather than by inspecting the digits. . Worth 1 point.

    Part B 5 points

    States a test whose condition is a property of the digits after the zero, and argues the harmless direction from what those columns contribute before and after the deletion. . Worth 3 points. needs an explanation, not just an answer

    Argues the necessity direction as well, from a case the stated condition excludes. . Worth 2 points.

    Part C 3 points

    Says which digits change column in the whole-number case and what that does to their contributions. . Worth 2 points. needs an explanation, not just an answer

    Names what a whole number's trailing zeros record, and what leaves a trailing zero after the point free to go. . Worth 1 point.

  5. 5. Which decimal is larger, and a rule that claims to say . Reasoning, 14 points. Question 5 of 5.

    Comparing two decimals is a column-by-column job rather than a matter of which one looks longer on the page. This question orders a short list, settles a comparison in which the deciding column is followed by three nines, and then tests a rule a student has proposed for deciding any comparison at a glance.

    1. Part A.

      Order 0.190.19, 0.90.9, 0.1090.109 and 0.910.91 from least to greatest, writing the result as a single chain joined by <<. Say what you did to the four decimals before comparing them, and why that step was safe.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Decide which of 0.70.7 and 0.69990.6999 is larger. Then justify that no column after the first differing one could have overturned your verdict, by working out what all the digits after the tenths column in 0.69990.6999 are worth as a single fraction and comparing that with what one step in the tenths column is worth.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    3. Part C.

      A student proposes a rule: to compare two decimals, read the digits after the point as if they were whole numbers and compare those, and the larger of those whole numbers names the larger decimal. Give one specific pair of decimals on which the rule delivers the wrong verdict, showing what the rule claims and what is true. Then state a condition that makes the rule safe on any pair you hand it, and name the step that secures the part of that condition you can arrange.

      Construct a counterexample Give one specific case, and show it breaks the claim. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Produces a single chain containing all four decimals in the correct order. . Worth 3 points.

    Names the step taken before comparing, and says why it leaves all four values untouched. . Worth 1 point.

    Part B 5 points

    Settles the comparison by padding to equal length, or by writing both decimals over one denominator, and names the column that decides it. . Worth 2 points.

    Works out what the columns after the deciding one are worth altogether and compares that with one unit of the deciding column, rather than asserting that later columns do not matter. . Worth 3 points. needs an explanation, not just an answer

    Part C 5 points

    Supplies a specific pair of decimals and shows both the verdict the rule gives on it and the true verdict. . Worth 2 points.

    Explains the failure by the column each digit string ends in, rather than by calling the rule careless. . Worth 2 points. needs an explanation, not just an answer

    States the conditions under which the rule is safe, and names the step that secures the one that can be arranged. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Order 0.7060.706, 0.760.76, 0.70.7 and 0.07690.0769 from least to greatest as a chain joined by <<. Then name one pair from your chain that the rule in part C would order wrongly, and say what the rule claims about that pair.