Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Official wording from the Common Core State Standards for Mathematics (Β© 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers). View on thecorestandards.org
Decimals are another way to write fractions whose denominators are 10 or 100. The fraction 62/100 becomes 0.62, read "sixty-two hundredths," and 7/10 becomes 0.7, read "seven tenths." The first place after the decimal point is tenths and the second is hundredths, continuing the place value pattern from whole numbers.
Fourth graders write these decimals, read them correctly, and use them in context: a length of 0.62 meters, a time of 4.5 seconds, a price of $3.07. They locate decimals on a number line, for example placing 0.62 between 0.6 and 0.7, a little closer to 0.6. They also notice that 0.5 and 0.50 name the same amount, just as 5/10 and 50/100 do. Mixed numbers like 3 4/10 become 3.4. The main goal is understanding what each digit means, so that decimals feel like a natural extension of fractions rather than a new set of rules. Seeing the same amount written three ways, as a fraction, a decimal and a point on a line, is what makes it stick.
Students forget that hundredths need two places. Using a place value chart with tenths and hundredths columns shows that 7 hundredths is 0.07.
Reading 0.62 as "zero point sixty-two" hides its meaning. Saying "sixty-two hundredths" links the decimal to the fraction 62/100.
Some students put 0.25 to the right of 0.3 because 25 is more than 3. Marking 0.3 as 0.30 makes the comparison clear.
Write 3 45/100 as a decimal, then say which two tenths it lies between on a number line.
Answer: 3 45/100 = 3.45, which lies between 3.4 and 3.5.
Use meter sticks and money: 1 centimeter is 0.01 meter and 1 dime is 0.1 dollar. Students who measure classroom objects in meters and record lengths like 0.38 m quickly grasp hundredths.
Tests often show a number line with tick marks and ask for the decimal at a point, or ask students to choose the fraction equal to a decimal. Practice both directions, including decimals with a zero in the tenths place like 0.05.
Original questions written for this standard. Choose an option or type your answer, then press Check. Every question has a worked explanation.
Answer: 0.62 (also accepted: .62)
62 hundredths is 6 tenths and 2 hundredths, written 0.62.
Answer: A) 0.07
7 hundredths has 0 tenths and 7 hundredths, so it is 0.07. The decimal 0.7 is seven tenths.
Answer: 4.3
The whole number 4 goes before the decimal point and 3 tenths goes in the tenths place: 4.3.
Answer: C) 9/10
The 9 is in the tenths place, so 0.9 = 9/10 (which is also 90/100).
Answer: D) Between 0.6 and 0.7
0.62 is 6 tenths and 2 hundredths, so it is a little past 0.6 and before 0.7.
Answer: 0.85 (also accepted: .85, 0.85 m, 0.85 meters)
85 hundredths is written 0.85, so the ribbon is 0.85 meters long.
A full lesson with slides, activities and an exit ticket on decimal notation for tenths and hundredths, pitched to grade 4 and editable in PowerPoint or Google Slides.
Make a lesson βA printable, differentiated worksheet on 4.NF.C.6 with an answer key, ready in about a minute.
Make a worksheet βTurn decimal notation for tenths and hundredths into a quiz students answer online that marks itself, with a class summary for you.
Build a test βNo. Fourth grade decimals stop at hundredths. Thousandths are introduced in fifth grade in 5.NBT.A.3.
Yes. 0.5 is 5 tenths and 0.50 is 50 hundredths, and 5/10 = 50/100. Adding a zero at the end of a decimal does not change its value.