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.
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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.
- Part A.
Take the decimal . 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
- Part B.
Write 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 .
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part C.
A student argues that the zero in contributes nothing to the expanded sum, so it can be left out, and names the same number. Decide whether the claim holds, and justify your decision by saying what happens to the columns of the and the . Then say what the zero is doing in .
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.
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Hint 1 of 3
Every digit in a decimal is worth the digit itself multiplied by the value of the column it sits in, so find the column first and the contribution follows. Count the columns rightward from the point: tenths, then hundredths, then thousandths.
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Hint 2 of 3 · Part B
Read the denominators in the given sum and ask which column each term is describing. A column the sum never mentions still needs a digit written into it, or the terms that come after it land in the wrong columns.
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Hint 3 of 3 · Part C
Do not compare the two numerals as strings of symbols. Ask instead which column the sits in and which column the sits in, in each of the two numbers. A digit that has changed column has changed what it contributes.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Ones: , worth . Tenths: , worth nothing. Hundredths: , worth . Thousandths: , worth .
Part B
, and .
Part C
The claim fails. Deleting the zero moves the from hundredths to tenths and the from thousandths to hundredths, so the part after the point becomes instead of , ten times as much. The zero adds nothing to the sum, and holding those two digits in their columns is what it is for.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
A digit's contribution is decided by the column it sits in, so name the columns before touching the digits. Immediately left of the point is the ones column; to the right the columns run tenths, hundredths, thousandths, so the three digits after the point take those three names in order.
That fixes all four places at once: the is in the ones, the is in the tenths, the is in the hundredths, and the is in the thousandths. Multiplying each digit by the value of its column gives the four contributions, in the same order:
The digit that contributes nothing is the in the tenths column, since zero tenths is zero however large a tenth is. That is a statement about what it adds to the sum, and nothing more; whether the digit can be spared is a different question, which part C asks.
Part B
Expanded form is one term per column. The zero term may be written or dropped, since it adds nothing either way:
Now read the second sum backwards into columns. Each denominator names a column: is nine tenths, so the belongs in the first column after the point, and is four thousandths, so the belongs in the third.
The hundredths column is not mentioned in the sum at all, and an unmentioned column is an empty one. It still has to be written, because the can only be read as thousandths if some digit stands between it and the tenths:
Writing instead would put the in the hundredths column, where it would name four hundredths, and that is a different number from the one the sum describes.
Part C
Deleting a digit is not a quiet act. The point stays where it is, so every digit to the right of the deleted one slides one column to the left, and one column to the left is worth ten times as much. Track the two digits that move.
In the is in the hundredths column and the is in the thousandths. In the has landed in the tenths and the in the hundredths, so each is worth ten times what it was. Gathering each part after the point over a single denominator makes the comparison plain:
Those two fractional parts are not equal, since , so the claim is false. The whole parts agree and the string of digits after the point is the same in both, and neither of those things decides a value. The columns do.
So what the zero is for is now visible. It contributes nothing to the sum, and that was never its job. Its job is to occupy the tenths column, which forces the out into the hundredths and the out into the thousandths, where this number needs them. A zero that holds a column open like that is called a placeholder, and a placeholder cannot be removed.
In one line
In the is in the ones and worth , the is in the tenths and worth nothing, the is in the hundredths and worth , and the is in the thousandths and worth , so . Read the other way, , where the unmentioned hundredths column has to be written as a zero. The student's claim is false: deleting the zero moves the into the tenths and the into the hundredths, so the part after the point becomes rather than , ten times as much. The zero adds nothing to the sum, and holding the other two digits in their columns is exactly what it is for.
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 and the 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 in expanded form as a sum of the values its digits contribute, state the place and the value of the digit , and decide whether names the same number, with a reason.
The answer
, and the is in the thousandths place with value . is a different number, because deleting the zero moves the into the hundredths column, where it is worth ten times as much.
The three digits after the point occupy the tenths, hundredths and thousandths columns in that order, so the is two tenths, the is no hundredths, and the is nine thousandths:
The is therefore in the thousandths place, and its value is .
In the stands one column further left, in the hundredths, so it is worth instead:
Ten hundredths make one tenth, so is ten times , and the two numbers are different. The zero in is holding the hundredths column open so that the stays out in the thousandths.
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2. One step to the right, on either side of the point . Foundational, 12 points. Question 2 of 5.
The digit appears three times in , 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.
- Part A.
In , give the value of each of the three s. Then state what you multiply one of those values by to get the value of the 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
- 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
- Part C.
Compare the hundreds column with the hundredths column. Give the value a digit 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.
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Hint 1 of 3
The base-ten system rests on a relation between two neighbouring columns, and a relation is not a list of special cases. Once you know what one step to the left does to a place value, one step to the right is simply the undoing of it.
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Hint 2 of 3 · Part B
Bundling says that ten of one column make one of the column to its left. Nothing in that sentence mentions the ones place, so point it straight at the boundary and ask: how many tenths make one whole?
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Hint 3 of 3 · Part C
Count columns outward from the ones column in both directions and see where each of the two named columns lands. Then multiply the two place values together and look hard at what you get.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Ones: ; tenths: ; hundredths: . Each step to the right multiplies by , and the ones to tenths step is the one that crosses the point.
Part B
No new rule is needed. A step to the right is the undoing of a step to the left, so it divides a place value by ten at every pair of neighbouring columns, the ones and tenths pair included. The point is a mark, not a column, so there is nothing there to interrupt.
Part C
A in the hundreds is worth ; a in the hundredths is worth . Both columns sit two steps from the ones column, in opposite directions, and the two place values multiply to . The ending -ths records one part of a whole cut into a hundred, rather than a hundred wholes.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Name the columns first. The digit before the point is in the ones column, and the two after it are in the tenths and the hundredths, so the three values are
Now take the two steps one at a time. Going from to multiplies the value by , which is the same as dividing it by ten. Going from to multiplies by again:
So one multiplier serves both steps. The first of them, from the ones column to the tenths, is the step that crosses the point, and it is the step a reader might expect to behave differently. It does not.
Part B
Look at what the bundling rule actually says: ten of one column make one of the column to its left. Ten ones make one ten, ten tens make one hundred. It is a statement about a pair of neighbouring columns, and it names no particular pair, so it applies to every pair there is.
Read in the direction it is stated, one step to the left multiplies a place value by ten. A step to the right is the undoing of a step to the left, and undoing a multiplication by ten is a division by ten. So one step right divides the place value by ten, wherever the step is taken:
Those are the tenths and the hundredths, produced by the rule the classmate already accepts rather than by a new one.
The boundary deserves a check in the rule's own words, since the objection is really about the boundary. Do ten tenths make one whole, the way ten ones make one ten?
They do, exactly. So the ones column and the tenths column are a bundling pair like any other, and the tenths place is not a new invention but the next thing the old rule produces.
That leaves the point itself. It is not a column and it holds no digit; it is a mark showing a reader where the ones column ends, so that the columns can be told apart on the page at all. A mark cannot interrupt a relation between two columns, because the relation was never about the mark.
Part C
Take the two contributions first. A in the hundreds column is worth , because one unit of that column is a hundred wholes. A in the hundredths column is worth , because one unit of that column is one part of a whole cut into a hundred equal parts:
Now count the steps from the ones column. Going left, ones to tens to hundreds is two steps, each multiplying by ten. Going right, ones to tenths to hundredths is two steps, each dividing by ten. The two columns therefore sit the same distance from the ones column in opposite directions, which is why their names are mirror images of one another.
The arithmetic of that mirror is a single line: the two place values multiply to one.
And that is what the ending records. Hundreds counts a hundred wholes; hundredths cuts one whole into a hundred equal parts and counts one of them. The ending -ths turns a count of wholes into the name of a part, which is exactly the relation the line above shows: each of the pair undoes the other, and they meet at the ones column between them.
In one line
The three s in are worth , and ; each step to the right multiplies by , and the ones to tenths step is the one crossing the point. No new rule is needed there: bundling says ten of one column make one of the column to its left, so a step left multiplies a place value by ten and a step right, being its undoing, divides by ten, at every pair of columns. Ten tenths do make one whole, and the point is only a mark showing where the ones column ends, so there is nothing there to interrupt. A in the hundreds is worth and a in the hundredths is worth ; both columns sit two steps from the ones column in opposite directions, their place values multiply to , and the ending -ths records one part of a whole divided into one hundred equal parts, rather than a hundred wholes.
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
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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.
- Part A.
The scale reads 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
- 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
- Part C.
A clerk copying a ticket that reads eight and five thousandths grams writes grams. Name the column the clerk put the 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.
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Hint 1 of 3
The last column named in a spoken decimal is the instruction that fixes where the final digit lands, and every column between the point and that digit has to be filled in, even the ones where nothing was counted.
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Hint 2 of 3 · Part A
The number of digits after the point tells you the denominator: one digit is tenths, two is hundredths, three is thousandths. Once the mass is a fraction, reduce it by dividing top and bottom by their greatest common factor.
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Hint 3 of 3 · Part C
Write out the columns for the mass the ticket asked for, then the columns for the figure that was written, and line up the in each. Ask how far apart the two columns are, and what one step between columns does to a value.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Read aloud it is zero and one hundred sixty-four thousandths of a gram. As a fraction, reduces to of a gram.
Part B
, and grams. The second and third record the same mass, so the third may equally be written ; the first stands apart.
Part C
The was written in the tenths column when the ticket named the thousandths, two columns further right; the ticket means grams. The part after the point in the clerk's figure is one hundred times the part the ticket asked for.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
There are three digits after the point, so the last of them sits in the thousandths column, and the name of that last column is what the whole string after the point is counted in. The rule for reading a decimal aloud takes the whole-number part first, then the word and for the point, then the digits after the point as one whole number, then the name of that last column. Here the whole-number part is zero, so the reading is zero and one hundred sixty-four thousandths of a gram.
The same fact about the last column gives the fraction, because the number of digits after the point is the number of zeros in the denominator:
Now reduce, and the prime factorizations show what to divide by:
The factors common to both are two twos, so the greatest common factor is :
The piece weighs of a gram, and since is prime and is not a factor of , that fraction is in lowest terms.
Part B
Each spoken form names its last column, and that name fixes where the final digit has to land. Fill every column between the point and that digit, writing a zero wherever nothing was counted.
Four tenths puts the in the first column after the point, so nothing else is needed. Four hundredths puts the in the second column, so the tenths column has to be held open with a zero. Forty thousandths puts the last digit of in the third column, so the lands in the hundredths and the in the thousandths:
Now compare the three masses. The second and third are the same, which the fractions confirm:
The first is a different mass, since is ten times . Note that the third could have been written just as well, since its trailing zero changes nothing; what the words fix is the column the final digit is named in, not how many zeros get written after it.
Two tickets can therefore be worded quite differently and record the same mass, while two that sound almost alike can name parts of a gram standing in a ten to one ratio. Both whole-gram parts here are , so it is the parts after the point, not the masses themselves, that stand in that ratio.
Part C
Start from what the ticket committed the writer to. The word thousandths names the third column after the point, so the had to land there, with the tenths and hundredths columns held open by zeros:
The clerk wrote the in the first column after the point, the tenths, which is two columns to the left of where the ticket sent it:
The whole-gram part is right in both figures, so the whole of the error sits in the part after the point. Ask how many times larger the clerk's part is by dividing one by the other:
So the clerk's part after the point is one hundred times the part the ticket asked for, which is what two columns cost in a base-ten system: ten for each step.
The correct entry is grams. The general repair is to write the columns down before the digits: name the column the words end in, put the last digit there, and fill everything between it and the point with zeros.
In one line
The scale reading is zero and one hundred sixty-four thousandths of a gram, which is of a gram after dividing top and bottom by their greatest common factor . The three tickets are , and grams, and the last two record the same mass, since , while the first differs, its being ten times their . The clerk put the in the tenths column when the ticket named the thousandths, two columns further right; the entry should read grams, and the clerk's part after the point, , is one hundred times the the ticket asked for.
Another way: Read your digits back and listen to the last column
A transcription from words can be checked without being done again. Write the column names above the digits you produced, read off the column the final digit landed in, and compare that name with the last column the words named. For the ticket reading eight and five thousandths, the figure puts the final digit in the tenths, and tenths is not the word on the ticket, so the entry is wrong before any arithmetic starts:
The same check runs in the other direction. Read your own digits aloud by the rule, whole part, then and, then the digits after the point as one whole number, then the name of the final column, and see whether the sentence you say is the sentence you started from.
When it is worth it Whenever a figure given in words has to be entered in digits, and especially when the words name a column further right than the digits you have written.
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 grams for one piece and 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.
The answer
grams is three and ninety thousandths grams, which is grams; grams is three and nine thousandths grams, which is grams, already in lowest terms.
Both readings have three digits after the point, so in both the last digit sits in the thousandths column and the string after the point is counted in thousandths.
The first reads as three and ninety thousandths grams, and the fraction has a thousand underneath:
The greatest common factor of and is , since and share one two and one five:
The second reads as three and nine thousandths grams. Here there is nothing to reduce, since and share no factor above :
The two spoken forms differ by one word, ninety against nine, and that one word is what puts the in the hundredths column in the first mass and in the thousandths column in the second.
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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.
- Part A.
Write and each as a fraction over ten, a hundred or a thousand, and reduce each to lowest terms. Now delete the final zero from , and separately delete the zero standing between the point and the in , 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
- 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
- Part C.
The test does not survive being carried to the left of the point: the final zero of the whole number 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.
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Hint 1 of 3
Deleting a digit does not leave the other digits alone: it changes the column some of them sit in. Ask which digits move when the zero goes, and whether the ones that move were contributing anything in the first place.
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Hint 2 of 3 · Part B
A claim built on the words exactly when is really two claims, and each needs its own argument: one for the case where the deletion is harmless, and one covering every case where it is not.
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Hint 3 of 3 · Part C
In a decimal the columns are counted from the written point. In a whole number nothing is written, so ask what marks where the ones column is, and then ask what happens to that mark when the last digit is rubbed out.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, and as well, so that deletion changed nothing. , and deleting its zero makes it ten times as large.
Part B
It may be deleted exactly when every digit to its right is also a zero, including the case where no digit stands to its right at all. Deleting a digit leaves everything to its left where it was and slides everything to its right one column left, so that tail is multiplied by ten, which changes nothing only when the tail is nothing.
Part C
In a decimal the columns are counted from the written point, so a final zero after it has nothing to its right and nothing to its left moves. A whole number's columns are counted from its right-hand end, so deleting the final zero of drops the and the one column each and leaves , one tenth as much.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The number of digits after the point is the number of zeros in the denominator, so start there and reduce each fraction with the greatest common factor.
For there are three digits after the point, so the denominator is a thousand, and the greatest common factor of and is :
For there are also three digits after the point, but the greatest common factor of and is only :
Both deletions produce the same string of digits, , which shows two digits after the point and so sits over a hundred:
Now compare each result with the number it came from. Deleting the final zero of produced , which is exactly what was already worth, so that deletion left the value alone. Deleting the zero inside turned into , and since , that deletion multiplied the value by ten.
Two deletions of the same digit, from two decimals built out of the same three figures, therefore do entirely different things.
Part B
First see exactly what a deletion does. The columns after the point are counted from the point, and the point does not move, so the digits to the LEFT of a deleted digit stay in the columns they were in. Every digit to its RIGHT slides one column to the left, and a column to the left is worth ten times as much, so whatever those digits contributed together is multiplied by ten.
That one observation settles both directions, and the test it gives is this: a zero written after the decimal point may be deleted without changing the value exactly when every digit to its right is also a zero, the case of no digits at all to its right included.
Take the direction where the deletion is harmless. If every digit to the right of the zero is a zero, those columns contribute nothing before the deletion and nothing after it, because ten times nothing is nothing. The digits to the left have not moved, and the zero itself contributed nothing either way, so no term in the sum has changed:
Now the other direction. Suppose some digit to the right of the zero is not a zero. Then the digits to its right contribute some amount above nothing, and after the deletion they contribute ten times that amount instead, since each of them has moved one column left. An amount above nothing is never equal to ten times itself, so the total has to change, which is the case part A ran:
So the condition is not merely enough to make the deletion safe, it is required: as soon as one nonzero digit stands to the right of the zero, the deletion moves it and the value moves with it.
Part C
The difference is what the columns are counted from.
After the decimal point, the point is written on the page and the columns are counted outward from it. A zero at the far right end has no digit to its right, and the point does not move when the zero goes, so no digit changes column at all.
A whole number has no point written. Its ones column is its right-hand end, and every other column is counted from there, so rubbing out the last digit brings a different digit to the right-hand end and every remaining digit drops one column:
The has gone from the thousands column to the hundreds and the from the hundreds to the tens, so each contributes one tenth of what it contributed before, and the number itself is one tenth of what it was.
So the two kinds of trailing zero are doing different jobs. The trailing zeros of a whole number are placeholders: they hold the other digits away from the ones column, and they are the only record of which column each digit is in. A trailing zero after the point holds nothing away from anything, because the written point already fixes where the columns begin, so that zero is free to go.
In one line
and , so deleting that final zero changed nothing, while becomes , ten times as much. The test: a zero written after the decimal point may be deleted exactly when every digit to its right is also a zero. Deleting a digit leaves everything to its left in place and slides everything to its right one column left, multiplying that tail by ten, and ten times a tail equals the tail only when the tail is nothing. The test stops at the point because a whole number's columns are counted from its right-hand end, so deleting the final zero of drops the and the one column each and leaves ; those zeros are placeholders recording which column every digit is in, while a trailing zero after the point holds nothing open.
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.
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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.
- Part A.
Order , , and 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
- Part B.
Decide which of and 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 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
- 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.
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Hint 1 of 3
A comparison of two decimals is decided one column at a time from the left, and the work is easiest when both numbers show the same number of columns. Trailing zeros let you arrange exactly that without changing any value.
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Hint 2 of 3 · Part B
Ask what the largest possible contribution from every column after the tenths could be, add those contributions into one fraction, and set that total against what a single step in the tenths column is worth.
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Hint 3 of 3 · Part C
Try the rule on a pair where one number shows more digits after the point than the other, and check its verdict against a comparison you have already settled carefully. Then ask what would make the rule safe on any pair you handed it.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, after padding all four with trailing zeros to three digits after the point, which changes no value.
Part B
is larger, since over ten thousand the two are and . Everything after the tenths column in comes to , one ten-thousandth short of the it would need to catch up, so no later column can overturn the tenths.
Part C
On and the rule compares with and calls larger, while . It is safe when the whole-number parts are equal and both decimals show the same number of digits after the point, and padding with trailing zeros secures the second of those.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Comparing column against column is easiest when every number shows the same columns, so pad each one with trailing zeros until all four have three digits after the point. That step is safe because a trailing zero after the point changes no value, as the fractions confirm: .
Now read from the left. The tenths is the leftmost column where these numbers differ: and have tenth each, while and have tenths each, so both of the first pair are below both of the second pair, whatever comes later.
Settle each pair by moving one column right. In the lower pair the hundredths are and , so is the smaller. In the upper pair the hundredths are and , so is the smaller. Chaining the four:
Notice which number came out smallest. It is the one showing the most digits after the point, and the one showing the fewest is not the smallest either, so the length of a decimal settles nothing at all.
Part B
Pad the shorter decimal so the columns line up. becomes , and over a denominator of ten thousand the two numbers are
With one denominator the numerators decide, and , so . The tenths is the first column where the two differ, with against .
Now show that the three nines never had a chance. Everything after the tenths column in is nine hundredths, nine thousandths and nine ten-thousandths, which come to
To overturn a shortfall of one in the tenths column, that tail would have to be worth at least one tenth. Over ten thousand, one tenth is :
The tail falls one ten-thousandth short. And this is the largest tail those three columns could hold, since is the largest digit there is, so no filling of them could have closed the gap.
That is the general fact behind comparing from the left: in a decimal that stops after finitely many columns, one unit of any column is worth more than every column to its right can supply together. Adding further columns to the right makes the shortfall smaller without ever removing it, which is why the first differing column always decides.
Part C
Take and , two of the numbers from part A. The rule reads their digit strings as the whole numbers and , and since it claims that is the larger. Writing both over a hundred says otherwise:
So is the larger and the rule has the comparison backwards. One case is enough to sink a rule as stated.
What went wrong is that the rule reads the two digit strings without asking which column each string ends in. The string ends in the hundredths column and the string ends in the tenths, so the two strings are counting pieces of different sizes, and comparing them as whole numbers compares counts of pieces that are not comparable.
The rule is safe when the pieces are the same size, and two things secure that. The whole-number parts have to be equal, or the comparison is not decided after the point at all: on against the rule compares with and gets that backwards too. And the two decimals have to show the same number of digits after the point, so that both strings end in the same column. Given those two, each number is that same whole-number part plus a string over one shared denominator, and comparing the strings is exactly comparing numerators over that denominator. (A rule can of course come out right by luck on a particular pair without either condition, which is precisely why luck is not a rule.)
The step that secures the second condition is padding with trailing zeros, which costs nothing because it changes no value. Padded to two places the strings above become and , and , which now agrees with the truth. Padding is not a patch on a broken rule; it is the reason a column-by-column comparison works at all.
In one line
Padded to three places the four decimals are , , and , so , and the one showing the most digits turns out to be the smallest. For the second pair, against , so is larger; everything after the tenths column in comes to , one ten-thousandth short of the needed to close the gap, and since is the largest digit no filling of those columns could have closed it. The student's rule fails on and , where it compares with and calls larger; it is safe when the whole-number parts are equal and both decimals show the same number of digits after the point, and padding with trailing zeros is what secures the second of those.
Another way: Compare over one denominator instead of padding
Padding with zeros and comparing columns is the same work as putting every number over a single denominator, and sometimes the fractions are the clearer page. For the list in part A, write all four over a thousand:
With one denominator the numerators settle everything, so the order of the numerators, , , , , is the order of the decimals, and the chain comes out the same. The two methods are one idea in two notations: padding to the same number of decimal places is exactly the choice of a common denominator, because the number of digits after the point is the number of zeros underneath.
When it is worth it When one of the values being compared is already written as a fraction, or when you want the comparison to rest on a single denominator you can point at.
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 , , and 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.
The answer
. The rule reads the digit strings as , , and , so it gets the pair and wrong, claiming is larger because ; it also claims is larger than .
Pad all four to four digits after the point, which changes no value:
The tenths column separates , which has no tenths at all, from the other three, which have tenths each, so it is the smallest of the four. Among the other three, the hundredths are , and , so is the largest of them, and the remaining pair is settled one column further right, at the thousandths, where meets :
Now the rule. It reads the four digit strings as , , and . One pair it gets wrong is and : the rule compares with and claims is the larger, while the tenths column shows that is. Another is and , where the rule compares with and claims is the larger.
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