Decimals: Chapter Test
20 multiple-choice questions and 10 free-response questions, drawn from across the chapter and mixed together.
Multiple choice
Answer in any order and change your mind as often as you like. When you submit, your answers lock and every question shows its worked solution.
Free response
10 questions in parts, 154 points in total. Work them out on paper. There are no hints here: reveal each question's answer, worked solution, and rubric when you are ready to mark that one.
Reset the free-response section?
This re-seals every answer you have revealed and clears your flags.
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1. A time in five columns . 13 points. Question 1 of 10.
A swimming meet records official times to three decimal places, so a single time occupies five columns across the two sides of the point. One heat is timed at seconds, and one of those five columns holds a zero.
- Part A.
Name the place of each of the five digits of that time, working left to right, and say what the and the are each worth.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
- Part B.
Write that time in expanded form: one term for each column that carries a nonzero digit, each digit over the denominator its column names. Then read the sum back into digits.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part C.
The results sheet prints each time in words. Write seconds as it would be read aloud, and say why the name of the LAST column, rather than the first, is the one that names the whole string of digits after the point.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 5 points
The answer
Part A
tens, ones, tenths, hundredths and thousandths. The is worth four tenths of a second and the is worth six thousandths of a second.
- The two values written as fractions of a second rather than in words
Part B
, and the second sum names .
- The expanded form with the zero term left in
Part C
Twenty-seven and four hundred six thousandths seconds. Putting every digit after the point over the value of the last column gathers them into one fraction, , so that column's name is the denominator for the whole string.
Worked solution
Part A
Read outwards from the point. Immediately to its left is the ones column and beyond that the tens; immediately to its right the columns continue as tenths, hundredths and thousandths, each one a tenth of the column before it.
A digit's value is the digit multiplied by what its column is worth, so the contributes four tenths and the contributes six thousandths. The zero column still has to be counted, because it is what puts the in the third place rather than the second.
Part B
Expanded form writes one term per column, each digit over the denominator its column names, and the zero term may be dropped because it adds nothing.
Run the second sum the other way. Its terms name two tens, seven ones, four hundredths and six thousandths, so the tenths column has no term and needs a zero to hold it open.
Part C
Read the whole-number part, say "and" for the point, then read the digits after the point as though they were a whole number and finish with the name of the column the last digit sits in.
The reason the last column supplies the name is that it is the smallest one in use, so every other column can be rewritten in terms of it and the digits then collect into a single fraction.
The first column cannot do that job, because a thousandth is not a whole number of tenths: counting the whole string in tenths would leave a part of a tenth over, so the numerator could not come out whole.
Watch out. Naming it from the first column instead would read this time as "four hundred six tenths", which is more than forty seconds.
In one line
The five digits of sit in the tens, ones, tenths, hundredths and thousandths columns, so the is worth four tenths of a second and the six thousandths. In expanded form , and the sum names , where a zero holds the tenths column open. Read aloud the time is twenty-seven and four hundred six thousandths seconds. The last column supplies the name because it is the smallest one in use, so every other column can be rewritten in terms of it and the digits collect into the single fraction .
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
Names all five columns in the right order, including the column the zero occupies. . Worth 2 points.
Gives each digit's value as the digit combined with what its column is worth, in seconds, rather than as the bare digit. . Worth 2 points.
Part B 4 points
Writes one term for each column carrying a nonzero digit, each digit over the denominator its column names. . Worth 2 points.
Reads the second sum back into digits with a zero holding open the column that has no term. . Worth 2 points.
Part C 5 points
Reads the whole-number part, the point and the digits after it in the correct order, finishing with the name of the column the final digit occupies. . Worth 2 points.
Explains that rewriting every column in terms of the smallest one in use gathers the digits into a single fraction, which is why that column supplies the name. . Worth 3 points. needs an explanation, not just an answer
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2. One running column . 14 points. Question 2 of 10.
A club treasurer keeps a single running column: every amount is written under the one above it with the points in line, and the balance is read off the bottom. The column opens at dollars.
- Part A.
Three entries follow: a payment out of dollars, a payment out of dollars, and a receipt in of dollars. Work out the closing balance, writing the padded form of any amount that does not arrive with two decimal places.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
A fourth entry is then made: a payment out of dollars. Say whether the column goes below zero, and by how much.
Carry your own answer forward Continue from the closing balance you reached in part A, whatever it came to, and work honestly from there.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
A member proposes a quicker method: write the amounts in a row, add the digit strings, and put one point back at the end. Explain what a column guarantees that a row of digit strings does not, and say which of part A's three entries is the likeliest casualty of the quicker method.
Explain why it works A sentence or two. Reasons, not steps. 5 points
The answer
Part A
dollars, reached through and then .
- dollars reached by first combining the three entries and then applying the total to the opening figure
Part B
It does go below zero, by dollars, so the club ends nine cents short.
Part C
A column holds one place value only, so nothing is ever combined with a quantity of a different size, and the point in the answer sits under the points above it. A row loses both. The payment is the likeliest casualty: with one decimal digit against the other two entries' two, its tenths would be added as hundredths.
Worked solution
Part A
Pad every amount to two places so the cents column is never empty, then work down the column with the points aligned.
The second payment has one decimal place, so it is padded before anything is taken away.
The receipt is added the same way.
So the column closes at dollars. Combining the three entries first gives the same figure, since and .
Part B
Pad the new amount to two places and take it from the running balance.
The amount being taken away is the larger of the two, so the result is below zero, and the size of the gap is the difference the other way round.
So the column closes at dollars: nine cents short. The two figures agree in the dollars and part company in the cents, which is why the shortfall is so small.
Part C
The reason column arithmetic works is not the layout, it is what the layout enforces. Every column holds digits of a single place value, so each column sum is a sum of like quantities. Take the second and third of part A's entries and write them out by column.
Tenths gather with tenths and hundredths with hundredths, and nothing else can happen. A row of digit strings has no columns, so there is nothing to stop a tenth being added to a hundredth, and the point at the end is placed by guess rather than by dropping straight down.
The amount at risk is the one whose length differs from its neighbours. Two of part A's three entries carry two decimal places and carries one, so it is the one whose digits would slide into the wrong columns.
Watch out. Padding is what removes the risk, not care. Once is written as every amount has the same shape and there is nothing left to misjudge.
In one line
The three entries bring the column from through and to a closing balance of dollars. The fourth entry of dollars is larger than that balance, so the column goes below zero by dollars, nine cents short. The column method guarantees that every column holds a single place value, so only quantities of the same size are combined and the point in the answer drops straight down; a row of digit strings guarantees neither. The payment is the likeliest casualty of the quicker method, because it is the only one of part A's three entries with one decimal place, so its tenths would be added into the hundredths column.
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 5 points
Pads each amount so that every column holds a digit before any adding or subtracting is done. . Worth 2 points.
Carries the three entries through in order, with each carry and borrow the columns ask for. . Worth 2 points.
States the closing figure as an amount in dollars and cents. . Worth 1 point.
Part B 4 points
Compares the payment with the running balance to decide the direction before computing the size of the gap. . Worth 2 points.
Gives the shortfall as an amount in dollars and cents, with its sign or its meaning stated. . Worth 2 points.
Part C 5 points
Explains that a column holds a single place value, so only quantities of the same size are ever combined. . Worth 3 points. needs an explanation, not just an answer
Identifies the part A entry whose number of decimal places differs from the other two as the one most at risk, and says which of its digits would land in the wrong column. . Worth 2 points.
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3. A cutting list and a machine . 15 points. Question 3 of 10.
A workshop's cutting list is written in fractions of an inch while its machine is typed in decimals, so every entry has to be readable both ways.
- Part A.
The list calls for of an inch. Give that width as a decimal, recording the remainder at each step of the division.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
For another cut the machine's display reads of an inch. Give that width as a fraction of an inch in lowest terms, naming the denominator the last column hands you before any reducing happens.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
The operator says the fraction on the list and the decimal on the display are two different widths that happen to be close. Decide whether a conversion of this kind gives back the same width or only a nearby one, and explain your decision. Then say what would have to happen in a division for a decimal to be only close.
Explain why it works A sentence or two. Reasons, not steps. 5 points
The answer
Part A
of an inch, from the remainders ten, four, eight and zero.
- in, with the remainders shown as a column of the long division rather than listed
Part B
The last column is thousandths, so the denominator before reducing is a thousand, and the width is of an inch.
Part C
It gives back the same width. The bar is a division, and the decimal is that division's exact quotient, so the two forms are one number written twice. A decimal is only close when a division whose remainder has not reached zero is stopped early, with the tail dropped or the last kept digit rounded.
Worked solution
Part A
The bar means divide, so work out . Sixteen does not fit into , so the quotient starts with a zero and a point and the division runs into .
The remainder has reached zero, so the division stops and the digits collected are the decimal.
A size check agrees: is a little over a half, and so is .
Part B
Three digits follow the point, so the last column is thousandths and the digits sit straight over a thousand with no arithmetic at all.
Now reduce. The greatest common factor of and is .
Check that nothing is left: is three fives and is two twos and a three, so they share no factor above one and the fraction is finished.
Part C
Call the width the fraction names . The meaning of the bar is that is the number which, multiplied by the denominator, rebuilds the numerator, and that is exactly the definition of the quotient.
So the fraction and the quotient are the same number, and a conversion that carries the division out to its end cannot land anywhere else. Long division writes that one number down a digit at a time, each digit the correct count for its own column, so the string it produces is the number itself.
Approximation enters when the division is stopped early. If the remainder has not reached zero and the digits are cut off, or the last digit kept is rounded, then what is written down differs from the true value by whatever the tail was worth. Cutting off always lands below the true value; rounding may land either side of it.
Watch out. "The digits ran out" and "I stopped writing digits" are different events. The first ends a conversion exactly; the second ends it approximately.
In one line
The listed width of an inch converts by division, with remainders ten, four, eight and zero, to of an inch. The displayed width of an inch has thousandths as its last column, so it sits over a thousand as and reduces to of an inch. The operator is wrong that the two forms are merely close: the bar is a division and the decimal is that division's exact quotient, so each pair is one number written twice. A decimal is only close when a division whose remainder has not reached zero is stopped early, with the remaining tail either dropped or rounded.
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 5 points
Divides the numerator by the denominator, in that order, appending zeros while the remainder has not cleared. . Worth 2 points.
Records the remainder at every step and stops at the step where it reaches zero. . Worth 2 points.
States the result as a width in inches. . Worth 1 point.
Part B 5 points
Names the column the final digit occupies and takes the denominator from it, one zero per digit after the point. . Worth 2 points.
Divides numerator and denominator by their greatest common factor and confirms nothing above one is left to cancel. . Worth 2 points.
States the result as a fraction of an inch. . Worth 1 point.
Part C 5 points
Decides that the two forms name one and the same width, and explains that the fraction bar is a division whose exact quotient is the decimal. . Worth 3 points. needs an explanation, not just an answer
Names stopping a division before its remainder has cleared, whether the tail is then dropped or rounded, as what makes a decimal only close. . Worth 2 points.
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4. A pump and a tank . 16 points. Question 4 of 10.
A pond pump moves litres of water every second, steadily, and the same figure is used both to work out how much it has moved and to work out how long a job will take.
- Part A.
How much water does the pump move in seconds? Show the whole-number product you formed, and how many places you then gave the answer.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
A tank holding litres has to be emptied by the same pump. How long does that take? Set the division up so that the divisor is a whole number.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
Compare the two calculations you carried out. Say which of them needed a point moved before the arithmetic could start and which did not, and say what each of the two rules relies on to put the answer's point in the right column.
Compare the two methods Say what each one costs you, and when you would reach for it. 6 points
The answer
Part A
litres, from with three decimal places, which is .
Part B
seconds. Moving both points two places gives .
- s, with the division written as or as carried further
Part C
The division needed both points moved; the multiplication needed none, its point counted in at the end. A product's places are fixed in advance by the factors' places. Moving both points by the same amount leaves the quotient alone; moving one alone multiplies it by a power of ten that must be undone.
Worked solution
Part A
Ignore both points, multiply as whole numbers, then count the places the two factors carry between them.
The rate carries two decimal places and the time carries one, so the product carries three.
The trailing zero the rule produced is at the right-hand end, so it may be dropped. A size check agrees: two thirds of eighteen is about twelve.
Part B
The divisor has two decimal places, so move both points two places right. That multiplies each number by a hundred, and a hundred over a hundred is one, so the quotient does not move.
The dividend needed a trailing zero for its second move, which never changes a value. Now it is whole-number division.
Check it back by multiplying: , which is the tank.
Part C
In the multiplication nothing was moved. Stripping the points and multiplying as whole numbers changes each factor by a known power of ten, and reading each factor as a whole number over ten or a hundred shows what happens to the answer.
The denominators multiply, so their zeros add, and the count of places in the product is fixed in advance by the counts in the factors. That is why the point can be counted in at the end.
In the division the points had to move, and they had to move together, because a quotient is a ratio.
Multiplying the top and the bottom by the same number leaves a ratio alone, which is what makes the move legal, and it means the quotient the long division produces is already the answer.
Moving only one point is not forbidden, it is just more work. Moving the divisor's point alone multiplies the quotient by a known power of ten, so the division still gives a usable number, but its point then has to be moved back the same number of places before it can be reported. Moving both is what makes the answer right immediately, with nothing left to undo, and that is the whole reason the rule pairs the two moves.
Watch out. The two rules are not opposites of each other. Both come from the same fact, that a decimal is a whole number over a power of ten; they differ because multiplying denominators and dividing them do different things.
In one line
In seconds the pump moves litres, since and the factors carry three decimal places between them. Emptying a litre tank takes seconds, since moving both points two places turns the division into . The multiplication needed no point moved and had its point counted in at the end, because the factors' places fix the product's places in advance; the division needed both points moved together, because a quotient is a ratio and scaling dividend and divisor by the same amount leaves it alone, so the long division's answer needs no correcting. Moving one point alone is not impossible, only longer: it multiplies the quotient by a known power of ten, which then has to be undone by moving the answer's point back the same number of places.
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 5 points
Multiplies the two numbers as whole numbers, without trying to align their points. . Worth 2 points.
Counts the places of both factors, adds them, and places the point that many digits from the right of the whole-number product. . Worth 2 points.
States the result as a volume in litres. . Worth 1 point.
Part B 5 points
Moves the point in the divisor until it is whole and moves the dividend's point the same number of places. . Worth 2 points.
Carries out the whole-number division and checks the quotient by multiplying back against the tank. . Worth 2 points.
States the result as a time in seconds. . Worth 1 point.
Part C 6 points
Says which of the two calculations required the points to be moved before starting, and which required no move. . Worth 2 points.
Explains that a product's places are fixed by its factors' places, so the point can be counted in afterwards. . Worth 2 points. needs an explanation, not just an answer
Explains that scaling dividend and divisor by the same amount leaves the quotient alone, so nothing needs correcting afterwards, while scaling only one multiplies the quotient by a power of ten that would then have to be undone. . Worth 2 points. needs an explanation, not just an answer
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5. A log with no room for the digits . 16 points. Question 5 of 10.
A delivery van's log records each trip and its fuel use to more decimal places than the sheet has room for, so every figure is rounded before it is written down. One line of the sheet then has to be checked.
- Part A.
One trip is measured at kilometres. Give that distance to the nearest hundredth. Say which single digit settles which way it goes, and follow the change through each column it touches.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
The fuel column for that trip reads litres a kilometre. Round it to the nearest hundredth and to the nearest tenth, and say what each of the two answers keeps that the other drops.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
The sheet's fuel total for that trip is written as litres. Using your two rounded figures rather than the measured ones, decide whether that total can stand, and support the decision with an estimate rather than with an exact product. Then say what such a check can and cannot establish.
Carry your own answer forward Use the rounded trip length from part A and the rounded fuel rate from part B, whatever they came to, and work honestly from there.
Justify your claim State the claim, then give the reason it has to be true. 6 points
The answer
Part A
kilometres. The thousandths digit decides it, and raising nine hundredths by one makes ten, so the hundredths become and the tenths rise from to .
Part B
litres a kilometre to the nearest hundredth, to the nearest tenth. The hundredth keeps a second column that the tenth drops, and it was that column which pushed the tenth up.
Part C
It can stand. Rounding the two figures further to one place and to a whole number gives litres, and the written total is that size, so nothing is out by a factor of ten. A size check of this kind can reject a misplaced point but cannot confirm the digits.
Worked solution
Part A
The hundredths place holds the , so the deciding digit is the thousandths digit immediately to its right, which is .
Rounding up means raising the hundredths digit by one, but hundredths plus one hundredth is ten hundredths, which does not fit in a single column. It carries, exactly as in addition: the hundredths column goes to and one tenth is added next door.
The final never mattered: everything past the thousandths adds less than one thousandth, so it cannot move the number back below the midpoint . The trailing zero is kept, because "to the nearest hundredth" means two decimal places.
Part B
To the nearest hundredth, the deciding digit is the thousandths , which is below five, so the hundredths digit stays as it is and everything after it goes.
To the nearest tenth, the deciding digit is the hundredths , which is five or more, so the tenths digit rises from to .
The two answers differ in what they retain. The first keeps two columns and so still records that the rate is a little under a half; the second keeps one column and rounds that detail away, and it is the very column the first answer kept that pushed it up.
Watch out. Rounding the first answer again would be a second rounding, not the same one. Rounding to a NAMED place always starts from the measured figure. Rounding for an estimate is a different job, and there any convenient nearby number will do.
Part C
Round both figures to something you can multiply in your head, then compare the size of the result with the figure on the sheet.
The written total is in the threes, and so is the estimate, so they are the same size and the total survives the check. Had the sheet read a tenth of that, or ten times it, the estimate would have caught it at once, because a misplaced point moves an answer by a whole factor of ten.
What the check cannot do is confirm the figure. The estimate is a range, not a value, and many wrong totals of the right size pass it.
Only the exact product settles the digits, and it comes to just under , so the sheet is in fact close.
Watch out. "Passed the size check" is not "is correct". The check has one job, catching an answer of the wrong magnitude, and it does that job whether or not the digits are right.
In one line
The trip kilometres rounds to kilometres to the nearest hundredth: the thousandths decides it, and raising nine hundredths carries, leaving a zero in the hundredths and lifting the tenths from to . The rate litres a kilometre rounds to to the nearest hundredth and to to the nearest tenth, the first keeping a column the second drops. The written total of litres can stand: rounding further gives the estimate litres, which is the same size, so no point is out of place. The check goes no further than that, though. It rejects an answer of the wrong magnitude and cannot confirm the digits, since many totals of this size would pass it just as well.
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 5 points
Names the digit immediately right of the named place as the deciding digit, and not any later digit. . Worth 2 points.
Carries the change out of the rounding column into the column on its left, leaving a zero behind. . Worth 2 points.
Reports a distance in kilometres with the number of decimal places the named place requires. . Worth 1 point.
Part B 5 points
Rounds to each named place from the measured figure rather than rounding one answer to get the other. . Worth 2 points.
Gives both answers with the number of decimal places their named places require. . Worth 2 points.
Says which column each answer keeps and which it drops, as a rate in litres a kilometre. . Worth 1 point.
Part C 6 points
Rounds both carried-forward figures to numbers that can be multiplied mentally, and states the estimate they give. . Worth 2 points.
Reaches a verdict on the written total by comparing its size with the estimate, not by computing the exact product. . Worth 2 points. needs an explanation, not just an answer
Says that a check of this kind rejects an answer of the wrong magnitude but cannot confirm the digits, because many figures of the right size pass it. . Worth 2 points. needs an explanation, not just an answer
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6. Three jumps and a smudge . 15 points. Question 6 of 10.
A field event is measured to whatever precision each attempt allowed, so the three recorded jumps do not all show the same number of decimal places. They are metres, metres and metres.
- Part A.
Rank the three jumps from longest to shortest, and name the column that settles each of the two comparisons your ranking needed.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
A spectator says the ranking must be wrong, because one of the jumps shows more digits than the others and so must record a longer distance. Explain why the number of digits can never by itself decide which decimal is larger, saying what each column to the right is worth.
Explain why it works A sentence or two. Reasons, not steps. 5 points
- Part C.
A fourth jump is on the sheet as , its hundredths digit smudged beyond reading. Decide whether that jump can be placed in the ranking without recovering the smudged digit, and justify the decision by saying what each possible digit would do.
Justify your claim State the claim, then give the reason it has to be true. 5 points
The answer
Part A
. The hundredths column settles the first comparison, and the thousandths column settles the second.
- The same ranking written as a chain from shortest to longest, provided the direction is stated
Part B
Each column is worth one tenth of the column to its left, so in a decimal that stops, all the columns after the first differing one add up to less than one unit of that column and cannot overturn it. Extra digits record how finely the jump was measured, not how far it was.
Part C
It cannot be placed. The smudged column is the one that decides two of the three comparisons: a smudged ties the jump with the shortest, a smudged ties it with the longest, and any digit of or more makes it the longest outright.
Worked solution
Part A
Pad all three to the same number of places, which changes no value, and then read from the left.
All three agree in the ones and the tenths, so those columns settle nothing. Comparing the first two, the hundredths differ, against , and that is enough.
Comparing the second and third, the hundredths tie at , so the comparison moves one column right to the thousandths, where meets .
So the ranking is , then , then , and the two comparisons were decided in different columns.
Part B
Once two decimals part company in some column, the winner of that column has a lead of at least one unit of it. The question is whether the rest of the digits can make that lead up, and they cannot.
These three measurements all stop, so each tail is a finite string of digits. Every column is one tenth of the one to its left, so the largest such a tail can be is nine of the next column, plus nine of the one after that, down to its last digit, which never reaches one full unit of the column that was decided.
So the first differing column settles the comparison outright and the digits after it are along for the ride. Longer strings arise from measuring more finely, and a finely measured short jump is still short.
Watch out. Padding the other way makes this obvious: writing as gives it the same length without changing it at all, so length cannot have been carrying information about size.
Part C
Pad the fourth jump to three places so it can be lined up with the others. Its thousandths column is empty, so it reads as a zero.
The smudge sits in the hundredths, and part A found that the hundredths column is where the top of the ranking is decided, so the missing digit is the deciding one. Work through what it could be.
A smudged makes the jump equal to the shortest of the three. A smudged makes it equal to the longest. Anything from upwards puts it clear of all three. Those are three different positions in the ranking, so no placement can be made without reading the digit.
Watch out. It is tempting to argue that the smudged jump is at least as long as and so cannot be last, but a tie for last is still last, so even that much is not settled.
In one line
Padded to a common length the three jumps are , and , so the ranking is , with the hundredths column settling the first comparison and the thousandths the second. The spectator's rule is wrong: each column is worth one tenth of the one to its left, so in a measurement that stops, everything after the first differing column adds up to less than one unit of that column and cannot overturn it, and a longer string records only how finely the jump was measured. The smudged fourth jump cannot be placed at all, because the smudge sits in the deciding column: a there ties it with the shortest, a ties it with the longest, and or more makes it the longest outright.
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 5 points
Pads the three measurements to a common number of places before comparing anything. . Worth 2 points.
Gives the ranking with its direction stated, longest first or shortest first. . Worth 1 point.
Names the deciding column for each comparison separately, recognising that the two are not the same column. . Worth 2 points.
Part B 5 points
States that each column is worth one tenth of the column to its left, and uses that to bound what the digits after the deciding column can contribute in a decimal that stops. . Worth 3 points. needs an explanation, not just an answer
Separates what a longer string of digits records, the fineness of the measurement, from the size of the number. . Worth 2 points.
Part C 5 points
Recognises that the smudged column is the column in which the ranking's comparisons are decided, so the digit cannot be worked around. . Worth 2 points. needs an explanation, not just an answer
Works through the possible digits and shows they produce more than one position in the ranking. . Worth 3 points. needs an explanation, not just an answer
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7. Two fractions and a classmate's rule . 19 points. Question 7 of 10.
The prime factors of a denominator can be used to predict whether a fraction's decimal ends, with no dividing needed. Two fractions are given below, and then a rule a classmate has written down.
- Part A.
Decide whether has a decimal that ends or one that goes on repeating, working from the fraction alone rather than by carrying any division out. Set out the working your decision rests on, and state the rule you are using.
Justify your claim State the claim, then give the reason it has to be true. 6 points
- Part B.
Now take . Reduce it, say from the reduced denominator what kind of decimal to expect, and then carry the division out, noting each remainder as it appears. Use bar notation if the digits do not stop.
Solve and show your work Write each step out, and end with the value and its units. 6 points
- Part C.
A classmate offers this rule: a fraction's decimal ends exactly when the only prime factors of its denominator are two and five. Decide whether the rule is sound as it stands, and justify the decision by putting each of the two directions it claims to the two fractions above.
Carry your own answer forward Test the classmate's rule against the two fractions you have already worked with in parts A and B, using whatever you concluded about each of them.
Justify your claim State the claim, then give the reason it has to be true. 7 points
The answer
Part A
It ends. Reduced, , and . The rule: a fraction IN LOWEST TERMS ends exactly when the only primes in its denominator are two and five, so the and the in decide nothing here.
Part B
, and , so it repeats. The remainders run eight, then fourteen, which is the numerator again, so .
Part C
Wrong as written: it omits "in lowest terms". The direction from denominator to decimal holds, since reducing can only remove primes, never add one. The reverse direction fails: ends although carries a three and a seven.
Worked solution
Part A
Reduce first, because that is the form the rule is about. The two terms share and .
Now prime factorize the reduced denominator.
The only prime present is , so the rule predicts a decimal that ends. Note what reducing did: as written, carries two forbidden primes, and both of them cancelled against the numerator, so testing the written form would have given the wrong answer.
Watch out. The rule is a statement about a fraction in lowest terms. Applied to a fraction that has not been reduced it is not a weaker rule, it is a false one.
Part B
Reduce first: both terms are divisible by .
Neither prime is or , so the rule predicts a decimal that repeats. Now divide and watch the remainders.
The remainder is the numerator the division started from, so from here every step repeats what has already happened and the digits cycle. The block that recurs is the pair .
The prediction and the division agree, as they must, and the division also shows why: a remainder can never be zero here, so it has to revisit an earlier value instead.
Part C
The claim joins two statements with "exactly when", so both have to be tested.
Direction one: only twos and fives in the written denominator, therefore the decimal ends. This one survives. Reducing a fraction divides both terms by a common factor, which can only remove primes from the denominator, never introduce a new one. So a denominator built from twos and fives still has only twos and fives after reducing, and the lowest-terms rule then applies directly. The second fraction is consistent with it too: carries a and an , the decimal repeats, and nothing is contradicted.
Direction two: the decimal ends, therefore the written denominator has only twos and fives. This one fails, and one case is enough to sink it.
The decimal ends while the written denominator carries two forbidden primes, so the claim is false in that direction. The repair is a single phrase.
Watch out. A rule that is right in one direction and wrong in the other is not half right. Used to predict, it will still send a student who has not reduced to the wrong answer, which is exactly what part A would have done.
In one line
The fraction reduces to , whose denominator is , so its decimal ends, and indeed it is ; the and in cancelled and never mattered. The fraction reduces to , whose denominator is , so its decimal repeats; the remainders eight and then fourteen bring the division back to its starting numerator, giving . The classmate's test is wrong as written because it omits "in lowest terms". One direction holds, since reducing can only remove primes from a denominator and never add one, so a denominator of twos and fives stays that way. The other fails: ends although carries a and a .
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 6 points
Reduces the fraction to lowest terms before the test is applied, and shows the reduction. . Worth 2 points.
Prime factorizes the reduced denominator and reaches a verdict from those primes. . Worth 2 points.
States the rule with its lowest-terms condition attached, not as a claim about the denominator as written. . Worth 2 points. needs an explanation, not just an answer
Part B 6 points
Reduces before predicting, and prime factorizes the reduced denominator rather than the written one. . Worth 2 points.
Records the remainder at each step and stops at the first remainder that has appeared before. . Worth 2 points.
Writes the bar over exactly the block of digits that recurs, and confirms the division agrees with the prediction. . Worth 2 points.
Part C 7 points
Reads the claim as two directions and tests each one separately rather than judging the rule as a whole. . Worth 2 points.
Upholds the direction from denominator to decimal, with the reason that reducing can only remove primes and never introduce one. . Worth 2 points. needs an explanation, not just an answer
Rejects the other direction with a specific fraction whose decimal ends while its written denominator carries a prime other than two or five. . Worth 2 points. needs an explanation, not just an answer
Repairs the rule by attaching the lowest-terms condition to it. . Worth 1 point.
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8. A sum that lost a column . 15 points. Question 8 of 10.
Two amounts may be written to different lengths after the point, so the column has to be set up before any digit can be added.
- Part A.
Compute and , showing in each case how you filled the columns that one of the two numbers left empty.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
A worksheet reports the first of those two calculations as . Name the step that failed, say what the writer's own addition was actually an addition of, and give the correct sum.
Carry your own answer forward The correct sum is the one you reached in part A; carry it forward as it stands rather than working it out again.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points
- Part C.
The subtraction in part A needed a borrow that travelled through several columns. Explain what a single borrow exchanges, and why a padded whole number always gives the chain of borrows somewhere to land.
Explain why it works A sentence or two. Reasons, not steps. 5 points
The answer
Part A
and .
- The same two results with the padding shown as a column layout rather than written out inline
Part B
The padding step failed: the two zeros were written between the point and the rather than after it, so what the writer added was . Padding goes on the right-hand end, so the correct sum is .
Part C
A borrow exchanges one unit of a column for ten of the column on its right, the same trade everywhere because each column is worth ten of the next. Padding puts those columns on the page, so the chain has somewhere to travel and reaches a digit that is not zero.
Worked solution
Part A
Pad the shorter number at its right-hand end so that both numbers show three decimal places, then work column by column with the points aligned.
The thousandths give , the hundredths , the tenths , so a is written and one is carried into the ones.
For the subtraction the whole number is padded the same way, with a point and three zeros.
Every column of the top number is a zero, so the borrow has to travel: it takes one from the tens, which leaves nine ones, then nine tenths, then nine hundredths, and ten thousandths to take the from.
Part B
Nothing is wrong with the writer's column work, so the fault is earlier. Look at what number their columns must have held.
So the top row of their column was , not : they gave the shorter number its two extra zeros immediately after the point instead of at the far end. That is a different number, one whose has been pushed from the tenths column down into the thousandths.
Padding is only allowed because a zero at the right-hand end opens a column and leaves it empty. A zero anywhere else displaces the digits after it, which changes the value, so the correct sum is the one part A produced.
Part C
A borrow is a re-bundling, not a new rule. One unit of any column is exactly ten units of the column to its right, because that ratio of ten is what builds the whole system on both sides of the point.
So when a column has too little to subtract from, one unit is fetched from its left neighbour and arrives as ten of its own units. If that neighbour is a zero it has nothing to give, so it borrows in turn, and the request travels left until it reaches a digit that is not zero.
Padding is what makes the journey possible. Written as , the number has no tenths, hundredths or thousandths columns on the page at all, and there is nowhere for the borrow to pass through. Written as every column the chain needs exists, so the request travels from the thousandths up to the tens, and the tens digit is not zero, so the chain terminates there.
Watch out. The zeros do not create anything. They record columns that were always there and always empty, which is exactly why writing them changes no value.
In one line
Padded at their right-hand ends the two calculations give and . The worksheet's comes from a padding failure, not an arithmetic one: the two zeros were written between the point and the , so the addition carried out was , and the correct sum is . A borrow exchanges one unit of a column for ten of the column to its right, the same trade in every column because each place is worth ten of the next, and padding the whole number puts every intermediate column on the page so the chain of borrows can travel from the thousandths up to the tens digit, which is not zero and so ends the chain.
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 5 points
Pads at the right-hand end so both numbers show the same number of decimal places, in both calculations. . Worth 2 points.
Carries out both calculations correctly, with the carry in the sum and the travelling borrow in the difference. . Worth 2 points.
Reports each result with its point below the points above it, keeping all three decimal places. . Worth 1 point.
Part B 5 points
Locates the fault in the padding rather than in the column arithmetic. . Worth 2 points.
Recovers the number the writer's columns actually held and shows how it differs from the padded form. . Worth 2 points.
Gives the correct sum, carried forward from the earlier part. . Worth 1 point.
Part C 5 points
Explains a borrow as exchanging one unit of a column for ten of the column to its right, and ties that to each column being worth ten of the next. . Worth 3 points. needs an explanation, not just an answer
Explains that padding puts the intermediate columns on the page, so the chain of borrows has somewhere to travel and reaches a nonzero digit. . Worth 2 points. needs an explanation, not just an answer
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9. Strips off a roll . 16 points. Question 9 of 10.
A framing shop cuts edging into equal strips off rolls that all hold metres. The strip length is set on the machine before each roll is run, and the shop wants to know what each setting yields.
- Part A.
The machine is set to metres and the roll runs out with nothing left over. How many strips is that? Set the division down in the form you actually compute, then verify the count by multiplying back.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
The machine is reset to metres for the next roll of the same length. How many whole strips does that roll give, and how much edging is left over?
Solve and show your work Write each step out, and end with the value and its units. 6 points
- Part C.
Say what each of the two divisions counted, in the words of this situation. Then say what must happen to the number of whole strips if the setting is raised again, and give the reason from what the division counts rather than from a third division.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 5 points
The answer
Part A
strips. The division carried out is , and the check multiplies back to the length of the roll.
- strips, with the division written as carried one step further
Part B
whole strips, with metres left over.
- strips and a remainder of centimetres
Part C
Each division counted how many strips of the set length fit inside a roll of fixed length. Raising the setting cannot raise that number, since the roll does not change and each longer strip takes a bigger share of it. It need not fall either: a small rise can leave room for the same count.
Worked solution
Part A
The divisor has two decimal places, so move both points two places right. Each number is multiplied by a hundred, and a hundred over a hundred is one, so the quotient is untouched.
Now it is whole-number division.
Check it by multiplying back, counting the places as the product rule requires.
That is the whole roll, so nothing is left over, as the setting promised.
Part B
Move both points one place right so the divisor is whole, then divide.
The quotient is not a whole number, and only whole strips can be cut, so the machine produces of them. To find what is left, work out how much those strips used and take it from the roll.
So metres remain, which is less than one strip's length, as it has to be, since another whole strip would otherwise have been cut.
Part C
A division of this shape answers one question: how many of the smaller amount fit inside the larger one.
Both divisions asked that of the same roll, so what changed between them was only the size of the piece being counted.
Now reason from the meaning rather than from arithmetic. The roll is fixed, so the total length to be handed out is fixed. Making each strip longer means each one takes a bigger share of that total, so the roll cannot be shared among MORE strips than before. The count cannot rise.
It does not have to fall, though, because only whole strips are cut. A small rise in the setting can leave the whole-strip count exactly where it was and simply eat into the leftover.
At a setting of metres, twenty-seven strips still fit inside the roll, so the count has not moved at all. A larger rise does bring it down, and the two settings already worked show that much, since the longer of them gave the smaller count.
Watch out. The count falling is not the same as the leftover falling. A longer setting can easily leave more behind, because what remains is whatever is too short to make one more strip, and "one more strip" is now a longer thing.
In one line
At a setting of metres the roll gives strips, from the division , and multiplying back gives metres, the whole roll. At metres the division gives , so whole strips are cut, using metres and leaving metres, which is shorter than one strip. Each division counted how many strips of the set length fit inside a roll of fixed length, so raising the setting cannot raise the count: the roll does not change and each longer strip takes a larger share of it. The count need not fall either, since only whole strips are cut and a small rise can leave room for the same number, as a setting of metres would, where still fits.
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 5 points
Moves the divisor's point until it is whole and moves the dividend's point the same number of places. . Worth 2 points.
Carries the whole-number division out and verifies the quotient by multiplying back to the length of the roll. . Worth 2 points.
States the answer as a count of strips rather than a length. . Worth 1 point.
Part B 6 points
Moves both points the same number of places and divides to a quotient with a decimal part rather than stopping at a remainder. . Worth 2 points.
Takes the whole part of the quotient as the count of strips and finds the leftover by subtracting what those strips used from the roll. . Worth 2 points.
Gives the count as strips and the leftover as a length, and notes that the leftover is shorter than one strip. . Worth 2 points.
Part C 5 points
Says in the words of the situation that each division counted how many strips of the set length fit inside the roll. . Worth 2 points.
Argues that the count cannot rise, from the roll being fixed and each longer strip taking a larger share of it, and recognises that it may stay the same rather than always falling. . Worth 3 points. needs an explanation, not just an answer
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10. Counting places, and sliding a point . 15 points. Question 10 of 10.
The point in a product is placed by counting the decimal places of the factors. The point in a product with a thousand appears instead to slide along the page. Both cannot be separate rules, and the counting rule can also be run backwards.
- Part A.
Compute . Record the multiplication you did with the points stripped out, and the number of places you restored afterwards. Give the answer both in the form the rule hands you and with any trailing zero removed.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
A calculator shows that some decimal multiplied by comes to . Find that decimal, and say how the counting rule run backwards told you where to put its point.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
Explain why multiplying a decimal by a thousand can be carried out by sliding the point three places to the right, and why that is the counting rule rather than a second rule of its own. Use as the case.
Explain why it works A sentence or two. Reasons, not steps. 6 points
The answer
Part A
, and the factors carry four places between them, so the rule hands over , which tidies to .
Part B
. The whole numbers give , and the product shows four places while the known factor supplies three, so the missing factor must supply the fourth one on its own.
Part C
A thousand carries no decimal places, so the product carries exactly as many as the decimal factor. The whole-number multiplication only appends three zeros, and those zeros move every digit three columns up, which on the page looks like the point sliding three places right. It is one rule with a factor that adds no places.
Worked solution
Part A
Strip the points and multiply as whole numbers.
Now count: each factor carries two decimal places, so the product carries four, which puts the point four digits from the right of .
The final zero sits at the right-hand end, where it opens a column and leaves it empty, so it may be dropped.
The zero written before the point holds no digit at all. It is there by convention, to keep the point easy to see, and every column of the number is filled by a digit of its own.
Part B
Work with the digits first, ignoring every point. The product's digits are and one factor's digits are , so the other factor's digits are what must be multiplied by to reach .
Now place the point by running the count backwards. The rule says the product's places are the two factors' places added, so the missing factor's places are the product's places less the known factor's.
One decimal place for the digits gives . Check it forwards: , three places plus one place is four places, so .
Watch out. Subtracting the counts works only because the forward rule adds them. It is the same single rule, read from the other end.
Part C
Put the case through the counting rule without shortcuts. Strip the point and multiply as whole numbers.
Now count the places. The decimal factor carries two and the thousand carries none, so the product carries two, which puts the point two digits from the right.
Nothing was slid. What happened is that the whole-number multiplication appended three zeros while the place count stayed at two, so the digits ended up three columns further left than they began. Reading the same fact off the columns, each digit is now worth a thousand times what it was: the four tenths became four hundreds, and the five hundredths became five tens.
On the page, digits moving three columns left and the point staying put is indistinguishable from the point moving three columns right, and the second description is quicker to carry out. It is a shortcut through the counting rule, not a rule beside it.
Watch out. The direction follows from the size, not from a memorised arrow. Multiplying makes the number bigger, so the digits must move to larger columns.
In one line
The product comes from with four decimal places, giving , which tidies to because the final zero opens a column and leaves it empty. The missing factor in the second part is , since and the product's four places less the known factor's three leaves one place for it. Multiplying by a thousand slides the point three places right because a thousand carries no decimal places: the whole-number multiplication appends three zeros while the place count is unchanged, so every digit ends up three columns further left, the four tenths becoming four hundreds and the five hundredths five tens. On the page that is indistinguishable from the point moving three columns right, so it is the counting rule with a factor that adds no places, not a rule of its own.
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
Multiplies as whole numbers and gives the product that many decimal places as the two factors carry together. . Worth 2 points.
Reports both forms, and identifies the trailing zero as the one that may go, because it opens a column and leaves it empty. . Worth 2 points.
Part B 5 points
Recovers the missing factor's digits by dividing the product's digits by the known factor's digits. . Worth 2 points.
Places the point by subtracting the known factor's place count from the product's place count, and names that as the counting rule reversed. . Worth 2 points.
Checks the recovered factor forwards through the rule. . Worth 1 point.
Part C 6 points
Notes that the whole-number factor carries no decimal places, so the product carries exactly the decimal factor's places. . Worth 2 points. needs an explanation, not just an answer
Explains that the appended zeros move each digit into larger columns, which on the page is the point appearing to slide the other way. . Worth 3 points. needs an explanation, not just an answer
Concludes that the sliding rule is the counting rule applied to a factor that adds no places, not a separate rule. . Worth 1 point.
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