4 6012558209825376223 PDF

Fractions and Decimals
Survive Math 5
Survive Math 5 | Fractions and Decimals i

© 2005 by Open School BC
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International
License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/
Acknowledgements
Project Manager: Eleanor Liddy
Writer: Judy Hawkins and Margaret Stobie
Editor: Cindy John
Illustrator: Margaret Kernaghan
Page Design: Janet Bartz
Production Technician: Beverly Hooks
Course History
New, April 2005
Survive Math 5
Table of Contents
Introduction v
Lessons 1
Pretest 3
Lesson 1: Representing Fractions—Parts of a Whole . . . . . . . . . . . . . . 21
Lesson 2: Fractions of a Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Lesson 3: Equivalent Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 4: Comparing Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 5: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson 6: Introducing Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson 7: More About Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 8: Making Equivalent Decimals . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 9: Fractions and Decimals Greater Than 1 . . . . . . . . . . . . . . . . 59
Lesson 10: Comparing Decimal Fractions Using Place Value . . . . . . . . 65
Lesson 11: Ordering Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson 12: Rounding Decimals to the Nearest Tenth and Nearest One 75
Lesson 13: Rounding to the Nearest Whole Number and Estimating
Sums and Differences With Decimals . . . . . . . . . . . . . . . . 79
Lesson 14: Adding Decimal Fractions . . . . . . . . . . . . . . . . . . . . . . . . 84
Lesson 15: Subtracting Decimal Fractions . . . . . . . . . . . . . . . . . . . . . 89
Lesson 16: Decimal Dollars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson 17: Estimating Dollar Sums and Differences . . . . . . . . . . . . . . 96
Lesson 18: Adding and Subtracting Dollars and Cents . . . . . . . . . . . . 99
Lesson 19: Mixed Numbers—Ones, Tenths, Hundredths . . . . . . . . . 104
Lesson 20: Renaming a Decimal Fraction as a Common Fraction . . . 109
Mastery Test 115
Lesson Practice Sheets 131
Games 233
Answer Key 241
Glossary 307
Survive Math 5 | Fractions and Decimals iii

iv Fractions and Decimals | Survive Math 5
Survive Math Five
The intent of this program is to assist you, the parent, in

working with your child to develop a strong mathematical base
of knowledge and to develop mathematic literacy.
Many children arrive in Grade Five lacking, or are weak in basic

mathematic concepts and operations. Children need the
freedom to explore and to develop reasoning and mathematic
skills, and to be able to show and explain these skills to others.
Also, children should understand that mathematics is not just
simple rules; it should make sense, be logical, and enjoyable.
To be successful in mathematics children must understand the

“how” and “why” of each operation. A child’s ability to reason
is as valuable as her or his ability to find the correct answers.
It is important for children to use “manipulatives” (concrete

objects) to explore, develop, and apply mathematical concepts.
Before children are allowed to use a calculator as a tool they
should learn and understand the basic facts.
The activities in this program are designed to engage your

child’s interest, develop a number sense, and learn the basic
operations and concepts for:
• addition and subtraction
• multiplication and division
• fractions and decimals
• problem solving
At the completion of this program your child should be able to

use the number operations appropriately and effectively.
Survive Math 5 | Fractions and Decimals v

In each package you will find:
• Twenty-minute lessons and ideas for review
• Pre-Tests
• Mastery Test
• Practice Sheets
• Games
• Answer Key
• Glossary
In each package there is also a selection of Teaching Aids that

are to be used with selected lessons.
Practice Sheets
Each practice sheet contains the following sections:
• Warm-Up
• It’s Your Turn
• Challenge Yourself
All of the activities in each section are short and, we hope,

enjoyable.
Before your child begins this package, you will administer a Pre-
Test that will determine the lesson where you will begin
working with your child. All Mathematics computation should
be completed in pencil.
It is important that your child understands the concept or skill

covered in each lesson before you move to the next one. If your
child has difficulty with any concept or skill, you will need to
give her or him additional concrete “hands-on” experiences and
practice. Use the information in the package as a guide if you
need to develop further practice materials.
When your child has a good understanding of the concept or

skill taught in any given lesson, proceed to the next lesson.
There is little value in asking your child to do additional work
on something she or he already knows.
vi Fractions and Decimals | Survive Math 5

Additional materials needed for many lessons:
• Ruler to use as a number line
• Blank paper or chalkboard
• Playing cards
• Calculator
• Access to a computer
Mathematics concepts are easier to understand if your child

progresses from the concrete, to the pictorial, to numerals.
It is important to provide your child with a selection of

concrete materials, for example, you could use buttons,
straws, pasta pieces, pennies, etc.
There is an old Chinese proverb that says: I hear and I forget
I see and I remember

I do and I understand
Survive Math 5 | Fractions and Decimals vii

Math Web Sites
Teaching Aids
http://www.mathsisfun.com/worksheets/decimal-fractions.php
http://www.happychild.org.uk/wks/math/key2/fractions/index.htm
Fractions
http://www.learningplanet.com/sam/ff/index.asp
http://www.funbrain.com/cgi-bin/fob.cgi?A1=s&A2=0
http://www.explorelearning.com/index.cfm?method=cResource.dspVie
w&ResourceID=252
http://www.hbschool.com/activity/mmath/mmath_frac.html
http://www.quia.com/mc/351.html
http://www.gamequarium.com/fractions.html
http://www.dositey.com/math/mistery2.html
http://www.coolmath4kids.com/fractions/
http://www.aaamath.com/fra.html
http://www.k111.k12.il.us/king/math.htm#Fractions
http://www.picadome.fcps.net/lab/currl/math/fractions.htm
http://www.shodor.org/interactivate/activities/fgame/index.html
Decimals
http://www.explorelearning.com/index.cfm?method=cResource.dspVie
w&ResourceID=208
http://www.gamequarium.com/decimals.html
http://www.decimalsquares.com/dsGames/
http://www.321know.com/dec.htm
http://www.mcwdn.org/Decimals/DecimalsMain.html
Common and decimal fraction games

http://www.homeschoolmath.net/math_resources_3.php
Decimal/fraction match game

http://www.alfy.com/Scripts/go.asp?url=http://www.harcourtschool.co
m/activity/con_math/g03c23.html&purl=/Teachers/Teach/Thematic_U
nits/Fractions/Fraction_1.asp
viii Fractions and Decimals | Survive Math 5

Fraction to Decimal conversion
http://www.math2.org/math/general/arithmetic/fradec.htm
Board and Tile Games

http://yahooligans.yahoo.com/content/games/
General Math Games

http://www.funbrain.com/brain/MathBrain/MathBrain.html
Survive Math 5 | Fractions and Decimals ix

x Fractions and Decimals | Survive Math 5
Welcome to Fractions and
Decimals
Pre-Test
Before your child begins the package you will administer the
following Pre-Test.
Place the Pre-Test in front of your child. Explain that she or he

is to complete as many questions as possible and to stop
working when she or he answer any more questions. Do not
help your child to complete any question. Give your child as
much time as she or he needs to complete the test. Make sure
your child has a sharp pencil and an eraser.
Pre-Test
Give your child the Pre-Test from the Common Fractions and
Decimals Practice sheet section. Help your child to complete the
examples to make sure she or he understands how the test is to
be completed. Ask your child to complete the Pre-Test
independently.
You may wish to do this in more than one sitting as there are a
number of parts to the test.
When the test is completed, mark your child’s work. The

Answer Key is at this book. When you see the test results you
should have a good indication of the skills your child needs to
concentrate on. The test is divided into sections with the
corresponding lesson numbers beside the part where these skills
will be taught. The results of this Pre-Test will indicate where
your child needs to start in this section section.
Survive Math 5 | Fractions and Decimals 1

2 Fractions and Decimals | Survive Math 5
Pre-Test—Fractions and Decimals
Part A
Answer the following questions.
1. What is a fraction? __________________________________________________
___________________________________________________________________
2. In a fraction what does the numerator tell? ____________________________
___________________________________________________________________
3. In a fraction what does the denominator tell? __________________________
___________________________________________________________________
Survive Math 5 | Fractions and Decimals Pre-Test 3

Part B
A. Shade each diagram so that each one shows the fraction below.
Example:
1. 2.
1 4
of the cars of the shoes
4 8
3. 4.
two fifths of the balls
three tenths of the boats
4 Pre-Test Fractions and Decimals | Survive Math 5

B. Write a fraction for each of the shaded parts in each shape.
Example: 4
6
1. ________________________________________
2.
________________________________________
3.
________________________________________

C. Write the fraction that represents each of the lettered points on each
number line.
Example:
1.
A
2.
B
3.
C
4.
D

Part C
A. Write the fractions for the following.
3
Example: If the numerator is 3 and the denominator is 8:
8
1. If the numerator is 2 and the denominator is 4. ______
2. If the numerator is 1 and the denominator is 6. ______
3. If the denominator is 9 and the numerator is 7. ______
4. If the denominator is 7 and the numerator is 6. ______
B. Order the fraction in each line from the least to the greatest.
Example: 11 , 8 , 9 , 10 , 3
12 12 12 12 12
3 8 9 10 11
, , , ,
12 12 12 12 12
7 2 4 8 6
1. , , , , _________________________________________________
8 8 8 8 8
6 10 4 8
2. , , , ________________________________________________
10 10 10 10
5 2 6 1 7 4
3. , , , , , ________________________________________________
7 7 7 7 7 7

Part D
A. Complete the equivalent fractions by writing each fraction below the

diagram.
1 4
Example: =
2 8
1. 2.
= =
3. 4.
= =

B. Write 2 equivalent fractions for the shaded parts of each diagram.
2 1
Example: =
4 2
1. 2.
3. 4.

C. Using <, >, or = compare each set of fractions.
3 5 9 4 3 3
Example: < > =
6 6 10 10 3 3
7 5 1 1
1. 2.
10 10 5 5
1 2 6 7
3. 4.
3 3 8 8
3 4 2 1
5. 6.
5 5 2 2
Part E
Solve the following problems.
3
1. John gave of his car collection to Jim. What fraction of the car collection
5
did John still have?
___________________________________________________________________
4
2. Jill spent of a dollar. What fraction of the dollar did she have left?
10
___________________________________________________________________
2
3. Three people ate of a pizza each? How many pizzas did they have
3
altogether?
___________________________________________________________________
These skills are covered in Lessons 3 and 4.

Part F
A. Write a decimal fraction and a common fraction for each of the shaded
parts.
9
2.9 2 10
1.
2.
3.

B. Write equivalent decimal numbers for each of the following.
1. Show as tenths. e.g. 2.70 = 2.7
0.60 __________
4.300 __________
2. Show as hundredths.
47.6 __________
0.8 __________
3. Show as thousandths.
0.07 __________
6.40 __________
Part G
A. Count by tenths.
Example: From 1.7 to 2.5

1.7, 1.8, 1.9, 2, 2.1, 2.2, 2.3, 2.4, 2.5
1. From 0.8 to 1.4: ____________________________________
2. From 1.6 to 2.1: ____________________________________
3. From 2.7 to 3.4: ____________________________________

B. Write each number as a decimal in standard form.
five and two tenths ______________________
seven tenths ______________________
nine hundredths ______________________
C. Write the underlined digit as a decimal and as a fraction.
14.76 ______________________
5.35 ______________________
32.08 ______________________
D. Write the value of each underlined digit.
36.72 ______________________
15.69 ______________________
8.07 ______________________
E. Use >, <, or = to compare each pair of decimals.
1. 6.8 _____ 6.08
2. 8.50 _____ 8.45
3. 0.33 _____ 0.330
4. 14.01 _____ 14.00
5. 20.015 _____ 20.106

F. Circle the number that has the greatest value.
2.904
2.9
2.899
2.90
2.09
Part H
A. Round each decimal to the nearest tenth.
2.44 ______________________
8.65 ______________________
20.07 ______________________
11.02 ______________________
15.88 ______________________
B. Round these numbers to the nearest one.
7.9 ______________________
16.31 ______________________
17.843 ______________________
These skills are covered in Lesson 12.

Part J
A. Write each money amount using a dollar sign.
8¢ _______________________
75¢ _______________________
three dollars and 25 cents _______________________
sixty dollars and five cents _______________________
B. Counting decimals. Write the decimal fraction that comes before.
1. __________ 15.60
2. __________ 7.400
3. __________ 0.030
C. Counting decimals. Write the decimal fraction that come after.
1. 8.99 ______________________
2. 46.099 ______________________
3. 38.39 ______________________

Part I
A. Round each decimal number to the nearest whole number.
5.2 ______________________
17.9 ______________________
16.1 ______________________
$7.25 ______________________
44.06 ______________________
75.88 ______________________
26.9 ______________________
$18.70 ______________________
B. Estimate the sums by rounding each number to the nearest whole number
then adding.
1. 19.5 Æ 2. 123.8 Æ
+18.6 Æ +81.5 Æ
C. Estimate the differences by rounding each number to the nearest whole

number and then subtracting.
1. 77.6 Æ 2. 419.5 Æ
-2.9 Æ -223.8 Æ

Part K
A. Add.
1. 0.7 + 0.4 = 2. 0.6 + 0.9 =
3. 8.7 4. 6.3
+ 9.6 +14.5
B. Line up the decimal points and then add.
1. 2.1 + 3.7 + 6.2 =
2. 22.6 + 30.5 + 21.8 =
3. 0.329 + 2.90 + 90.3 + 1.894 =
4. 345 + 0.1 + 0.05 + 6.335 =

Part L
A. Subtract these questions.
1. 3.5 2. 2.3 3. 7.2

-1.6 -1.9 -6.9
4. 75.6 5. 300.5
-66.4 -172.6
B. Line up the decimal points and then subtract.
1. 224.5 – 77.2 = 2. 111.1 – 44.4 =
3. 83.19 – 44 = 4. 6.763 – 5.29 =

Part M
A. Estimate the sums by rounding each number to the nearest dollar and add.
1. $9.05 Æ 2. $16.99 Æ
+89.90 Æ +22.95 Æ
3. $87.50 Æ
67.90 Æ
+94.20 Æ
B. Estimate the differences by rounding each number to the nearest dollar and
subtract.
1. $65.50 Æ 2. $20.10 Æ
-49.20 Æ -9.75 Æ
3. $52.40 Æ
-21.80 Æ
C. Add the following sums of money.
1. $415.45 2. $248.15 3. $470.22

+284.55 + 6.20 +16.79

D. Subtract.
1. $85.50 2. $107.80 3. $15.50 4. $20.00

-4.90 - 19.95 -9.99 -16.95
E. Write these decimal fractions as common fractions.
1. 0.24 = 2. 0.3 =
3. 0.113 = 4. 0.45 =
5. 0.008 = 6. 0.12 =
These skills are covered in Lessons 17–20.

Lesson
Lesson 1
Representing Fractions—Parts of a Whole 1
What You Need
• Practice sheets
• Coloured pencils
Warm-Up
The concept of fractions can be a difficult concept for some
children to grasp. If your child has difficulty with this concept,
show him or her some concrete examples of fractions.
For example, cut a piece of fruit into halves or quarters, or fold

up some sheets of paper into halves, quarters, thirds, fourths,
and tenths.
Explain to your child that fractions are used to show an equal

part or parts of a whole object.
Parent Script:
Look at these illustrations.
1
Which illustration represents exactly of a sandwich?
2
1
Why isn't the other one of a sandwich?
2

Lesson
Point to the following illustrations.

1
1 2
3 4
Give your child a sheet of paper and ask him or her to divide:
• Number 1 into 4 equal parts
Correct your child’s work.
Give your child a sheet of paper and a pencil. Ask him or her to
take a quick trip around the house and write down the names
of any objects that can be divided into equal parts.
When your child returns from his or her search, check over the
list to make sure all of the objects he or she found could be
divided into equal parts.
There is no formal assigned Warm-Up activity in this lesson.

Lesson
Exploring the Topic

The activities in this lesson will give your child opportunities to
work with fractions using concrete or pictorial examples.
1
Parent Script:
When you look at your list, it is obvious that fractions are
everywhere.
Let’s look at these illustrations to see what else can be
divided into equal parts, or fractions, of the whole object.
1 1
of a dollar. The glass is full.
4 2
1 5
of the earth is land. of the pizza is left.
3 8
Discuss each of the illustrations with your child.
Ask your child questions about each of the illustrations.
For example, can you tell me how many quarters there

are in a dollar? (four)
How many pennies are there in a quarter?
How many pennies are there in a dollar?
25 pennies is one fourth or one quarter of 100.
Ê 1ˆ
Therefore one quarter is one fourth Á ˜ of a dollar.
Ë 4¯

Lesson
Look at this illustration.

1
How many equal parts are there? (4)
How many parts are shaded? (3)
You would say that 3 parts of 4 equal parts are shaded.
3
You would write the fraction as , because 3 of the 4 parts
4
are shaded. We call this fraction three - fourths or three
quarters.
There are two important terms you need to know when you
work with fractions.
• Numerator—the number above the fraction bar. It
indicates the number of parts of the whole
1
Example:
• Denominator—the number below the fraction bar. It

indicates how many parts the whole is divided into
Example:
2
Fractions come in many forms. You can have fractions of

very small numbers or of very large numbers. Let’s look at
some of them.

Lesson
Halves One Half

1
2
2
1
Thirds Two Thirds
3
1
Fourths One Fourth
4
3
Fifths Three Fifths
5
5
Sixths Five Sixths
6
1
Eighths One Eighth
8
4
Tenths Four Tenths
10
70
Hundredths Seventy Hundredths
100
Go through the list of fractions with your child. As you do, ask
questions such as:
• What is the numerator in this fraction?
• What is the denominator?
• How many parts are there in the whole object?
• What does the number 2 in two - thirds ÊÁ 2ˆ˜ tell you?

Ë 3¯
If your child needs extra practice recognizing and naming

fractions, go to this Web site: http://www.tlsbooks.com/fra1.htm
If this Web site does not open, you can find a similar site by
typing in Naming Fractions into your Search Engine, for
example, Google.
Your child can write the answers on a sheet of paper, or you can
print the page for him or her to complete.

Lesson
It’s Your Turn

Have your child look at the Lesson 1 Practice Sheet. To make
sure your child understands the activity directions, help him or
1
her to complete the first question. Now ask your child to
complete the rest of the section independently.
When your child has completed this section, correct his or her
work. The Answer Key is at the back of this book. Help your
child to complete any needed corrections.
Challenge Yourself
Have your child complete this section on the Lesson 1 Practice
Sheet. When your child has completed this section, correct his
or her work. Help your child complete any corrections.

Lesson
Lesson 2
Fractions of a Set 2
What You Need
• Practice sheets
• Teaching Aids
pennies, buttons, macaroni pieces (optional)
Warm-Up
Take out the Lesson 2 Practice Sheet and ask your child to
complete the Warm-Up activity. When he or she is finished,
correct the work with your child.
Exploring the Topic
Parent Script:
In the last lesson, and in the Warm-Up activity, the fractions
you wrote or drew were all fractions that represented parts
of a whole object. Today you will learn to write fractions of a
set of objects.
For example, 5 players on a basketball team could be

called a set. If 3 players were girls, we would think that
3 2
(three fifths) of the team were women, so
5 5
of the players would be men.
Think about our family.

How many people are in our family?
How many are males?
How many are females?
Direct your child’s attention to the following illustrations.

Lesson
Parent Script:
How many pets does Jack have? (8)
How many are fish? (5)
How may are birds? (3)
If 5 of the 8 pets are fish, what fraction would you write? ÊÁ 5 ˆ˜
Ë 8¯
What fraction of the pets are birds? ÊÁ 3ˆ˜
Ë 8¯
So you would write:
5 5 - number of fish
are fish
8 8 - number in the group
3 3 - number of birds
are birds
8 8 – number in the group

Lesson
Write these children’s names on the chalkboard or on a sheet of

paper.
MARY KEN LISA JEFF LARRY
2
Ask your child the following questions:
How many names are in the group?

How many are girls’ names?
How many are boys’ names?
What fraction of the group are girls’ names? ÊÁ 2 ˆ˜
Ë 5¯
What fraction of the group are boys’ names? ÊÁ 3 ˆ˜

Ë 5¯
What fraction of the group has four letters in their names? ÊÁ 3 ˆ˜

Ë 5¯
Ê
What fraction of the group is Larry’s name? Á ˜ 1 ˆ
Ë 5¯
If your child has difficulty visualizing these fractions, you

should use concrete objects to represent each of the letters in
the children’s names, for example, pennies, buttons or macaroni
pieces.
Give your child as many concrete examples of fractions of a set

as he or she needs.
Parent Script:
Look at the number line. It has been divided into 10 equal
parts. Can you see the points labeled A, B, and C?
A B C
0 1 2 3 4 5 6 7 8 9 10
What number is Point A at? (3)

3
What fraction of the line is Point A? ( of the length of the
10
line.)

Lesson
What number is Point B at? (6)

What fraction of the line is Point B? (
line.)
6
10
of the length of the 2
What number is Point C at? (9)
9
What fraction of the line is Point A? ( of the length of the
10
line.)
Lines can be divided into any number of parts. In the
example the denominator of each fraction is 10. The 10
represents the total number of parts in the line.
Point to the examples below. Ask your child to tell you the
fraction for each designated letter along the number line. Have
your child write this fraction beside the appropriate letter under
the number line. Help your child to complete any corrections.
1.
A B C
A = B = C =
2.
A B C
A = B = C =
3.
A B C
A = B = C =

Lesson
These are the answers your child should give you.
1. A=
2
10
B=
5
10
C=
8
10
2
2 4 7
2. A= B= C=
8 8 8
3 7 13
3. A= B= C=
16 16 16
Give your child as much practice as he or she needs to find the
fractions of different points on a number line.
It’s Your Turn

sure your child understands the activity directions help him or
work. Help your child to complete any needed corrections.
Challenge Yourself
or her work. Help your child to complete any corrections.
Before you begin a new lesson, make sure you review the
concepts and skills taught in previous lessons.

Lesson
Lesson 3
Equivalent Fractions 3
What You Need
• Practice sheets
• Teaching Aids
A selection of coins to $1.00
Warm-Up
correct the work with your child. The Answer Key is at the back
of this book.
Exploring the Topic
Parent Script:
In this lesson you will learn about Equivalent Fractions.
Although it is a fairly big term, equivalent means that 2 or
more fractions can represent the same amount.
If you think about money, there are many ways to show
50 cents using various coins.
Can you tell me some of these ways?
If your child needs help answering these questions, give him or

her the appropriate number of coins to find the answers.
Parent Script:
How many quarters are there in 50 cents? (2)
How many dimes are there in 50 cents? (5)
How many pennies are there in 50 cents? (50)
How many nickels are there in 50 cents? (10)

3
Lesson
Write the following sentences on the chalkboard or on a sheet

of paper. As your child gives you the answers fill in the missing
information.
1. There are ________________ quarters in a dollar. (4)

2. There are ________________ dimes in a dollar. (10)
3. There are ________________ nickels in a dollar. (20)
4. There are ________________ pennies in a dollar. (100)
If I had 50 cents, what fraction of a dollar would it be? ÊÁ 1 ˆ˜
Ë 2¯
Using the information you have gathered, ask your child the
following questions. If necessary, give your child the
appropriate coins for him or her to find the answers. Write the
answers on the chalkboard or on a sheet of paper.
For example: Quarters: 1 quarter is ? of a dollar.
• If there are 4 quarters in a dollar,

Ê1ˆ
what fraction of a dollar is the quarter? Á ˜
Ë 4¯
• If there are 10 dimes = in a dollar,
Ê1ˆ
what fraction of a dollar is the dime? Á ˜
Ë10 ¯
• If there are 20 quarters in a dollar,
Ê 1ˆ
what fraction of a dollar is the dime? Á ˜
Ë 20 ¯
• If there are 100 pennies in a dollar,
Ê 1 ˆ
what fraction of a dollar is the penny? Á ˜
Ë100 ¯

Lesson
Give your child a sheet of paper. Ask your child to follow these
directions. 3
1. Fold your paper into 2 equal parts.
2. Colour in one part of the paper.
1
2
3. How much of the paper is coloured? (1 part)
4. What fraction would you write? ÊÁ 1 ˆ˜

Ë 2¯
5. Fold your paper across the middle
and then unfold it.
6. How many parts of the paper are coloured now? (2)
7. What fraction would you write to

represent the coloured parts? ÊÁ 2 ˆ˜
Ë 4¯
2
4

Lesson
Parent Script:
When you folded the sheet of paper into two equal parts,
you coloured one half of it. Did you colour in any more of
3
the paper when you folded it into four parts and 2 of the
4 parts were coloured?
Look at the diagrams on page 34. The shaded part of the

1
second diagram is and the shaded part of the fourth
2
2
diagram is .
4
1 2
Therefore, is the same as .
2 4
We say these are equivalent fractions.
You would write the fractions this way.
1 2
=
2 4
Direct your child’s attention to the illustrations below.
Ask your child the following questions.

Lesson
• How many equal parts is the first pizza divided into? (4)
• How many parts are coloured? (1)
Ê1ˆ
3
• What fraction would you write? Á ˜
Ë 4¯
• How many equal parts is the second pizza divided into? (8)
• How many parts are coloured? (2)
Ê 2ˆ
• What fraction would you write? Á ˜
Ë 8¯
1 2
• Is the same as ?
4 8
Ê1 2ˆ
• What are the equivalent fractions? Á and ˜
Ë4 8¯
• How would you write them?
1 2
• = The same amount of both pizzas is coloured.
4 8
Give your child as much practice finding equivalent fractions as

he or she needs.
It’s Your Turn

Have your child look at Lesson 3 Practice Sheet. Before your
child completes this activity, make sure he or she has a
complete understanding of equivalent fractions. Ask your child
to complete this section independently.
Challenge Yourself
Note: Your child may need more than one session to complete
all of the activities in each lesson.

Lesson
Lesson 4
Comparing Fractions 4
What You Need
• Practice sheets
Warm-Up
Exploring the Topic
Parent Script:
3
If someone asked you whether you would like of a dollar
5 10
or of a dollar, what would you say?
10
5
Why would you want of a dollar?
10
5
What is of a dollar? (5 dimes or 50 cents)
10
3
How much would be? (3 dimes or 30 cents)
10
5
Which is the greater? (50 cents or )
10
In this lesson you will learn to compare fractions that have a
common (the same) denominator.
Do you remember what is the denominator of a fraction?
Good! The denominator is the bottom number in a fraction
that represents the total number of equal parts.
Do you remember what is the numerator?
Good for you! It is the top number of the fraction that
represents the part or parts of the whole set or group.

Lesson
3 = Numerator (part of the whole)

8 = Denominator (total number in the group or set)
Look at the diagram of this pie.
4
1 1
8 8
1 1
8 8
1 1
8 8
1 1
8 8
5
John ate of the pie.
8
2
Mike ate of the pie.
8
1
Alan ate of the pie.
8
Who ate the largest amount of the pie?

John ate 5 of the 8 equal pieces.
Mile ate 2 of the 8 equal pieces.
Alan ate 1 of the 8 equal pieces.
So John ate more than Mike or Alan.
5 2 5 2
Which is greater or ? ( is greater than )
8 8 8 8
Do you remember the mathematics sign for greater than?
(>)

Lesson
How do you think you would write that sum? (

5 2
> )
8 8
How would you write the sum to show that Mike ate more
4
2 1
than Alan? ( > )
8 8
Who ate the least amount of pie? (Alan)
5 1
Which is less or ?
8 8
What is the mathematics sign for less than? (<)
Write the sum that shows that Alan ate less than Mike.
1 2
( < )
8 8
John’s share was greater than both Mike’s and Alan’s share.
Can you write that sum for me?
5 2 1
> >
8 8 8
On a sheet of paper or on the chalkboard draw a large rectangle
to represent a chocolate bar.
Divide the rectangle into 5 equal parts. Name three of the parts,
Susan and the other two parts Jane.
Ask your child to answer these questions and to write down the
fraction that each girl ate.
How much of the bar did Susan eat? (3)

How much of the bar did Jane eat? (2)
Which is greater, two fifths or three fifths? ÊÁ 3 ˆ˜
Ë 5¯
Write the pair of fractions and show which fraction is the
greater.
3 2
>
5 5
Who ate the least amount of the bar? (Jane)
Write the pair of fractions to show which fraction is the least.
2 3
<
5 5

Lesson
Explain to your child that whenever he or she writes a pair of

fractions using the greater than sign (>) he or she can always
write the same pair of fractions using the less than sign (<).
4
For example: 8 > 6 and 6 < 8
To ensure that your child understands this concept, show him

or her the following diagrams. Ask your child to write a fraction
for the shaded parts of each figure. Now ask him or her to use
the < and > signs to show which of the shaded part is greater
than or less than.
1.
5 5
2.
6 6
3.
4 4
4.
8 8
When your child has completed this activity, correct his or her
work.

Lesson
Give your child as much practice as he or she needs comparing

fractions. 4
It’s Your Turn
Challenge Yourself

Lesson
Lesson 5
Review 5
What You Need
• Practice sheets
There will not be any Warm–Up or Challenge Yourself

activities in this lesson.
Today your child will complete a review of the concepts and

skills covered so far.
Before your child begins this lesson’s review, ask him or her to
go to the following Web site.
http://www.gamequarium.com/fractions.html
At this site your child can play the following games:

Fraction Mystery
Fraction Frenzy
Equivalent Fractions
Fraction Match-Up
If this site does not open, you can find other games your child
can play from the Internet addresses in the Web Sites section.
Before your child attempts to complete the activities, review any

concepts and/or skills he or she still has difficulty
understanding. Do not give your child this review paper unless
you are confident he or she can complete it successfully.

Lesson
It’s Your Turn
This review may take more than one lesson period.

5
Make sure your child has a pencil, an eraser, and a quiet place
to work. Take out the Lesson 5 Practice Sheet and place it in
front of your child. Explain to him or her that this review is to
be completed independently. Encourage your child to take a few
moments to look over the questions. Ask your child if he or she
understands what is expected. Give your child as much time as
he or she needs to complete the review.
If you see your child having difficulty answering a question, tell

him or her to leave that question and move on to the next one.
When your child has completed all of the questions, encourage
him or her to look over the work to look for any errors that
may have been made. Correct the review paper with your child.
As you correct your child’s work, you will see which concepts or
skills he or she has difficulty mastering and that need more
practice. Make sure your child reviews these skills and concepts
before beginning the next series of Common Fractions and
Decimals lessons.

Lesson
Lesson 6
Introducing Decimals 6
What You Need
• Practice sheets
Warm-Up
Exploring the Topic

In this lesson your child will learn about decimal fractions. The
term decimal fraction means part of a whole number when
that whole number is 10, 100, 1000 (multiples of 10) and so on.
Parent Script:
Do you know what a decimal fraction is?
A decimal fraction is part of a whole part of a whole number
just like a fraction is. A decimal fraction is another way of
writing a common fraction when the denominator (the
bottom number) in a fraction is a multiple of 10. The
multiples of ten you will be working with are tenths and
hundredths. Later on you will work in thousandths.
When you use money you are working with decimals and I
am sure you are familiar with a decimal point. (Show your
child this example.)
For example: $7.63
The decimal point separates whole objects, from parts of
whole objects. Whole dollars (7 dollars) are separated from
tenths of a dollar (6 dimes) and hundreds of a dollar
(3 pennies).
6
6 dimes are of a dollar and is written 0.6
10

Lesson
How do you think 8/10 of a dollar would be written? (0.8)

What do you think the zero before the decimal point means?
(The 0 means there are no whole numbers or it can be used as
6
a place holder.)
Direct your child’s attention to the following illustration.
• How many cats are there in this illustration? (10)

• How many of the 10 cats are black? (6)
• What is the fraction of cats out of ten that are black? ÊÁ 6 ˆ˜
Ë10 ¯
• If you were to write that fraction in the decimal
form, how would you write it? (0.6)
6
• So 0.6 is the decimal form and is the fraction form.
10

Lesson
Have your child to look at the white cats and ask the following
questions. 6
• How many of the cats are white? (4)
• What is the fraction of cats out of ten that are white? ÊÁ 4 ˆ˜
Ë10 ¯
• How would you write that fraction in the decimal
form? (0.4)
• What does the zero (0) mean? (It means there are no
whole numbers.)
It is important to remember that the decimal point follows the

ones’ place. If you have a number in front of the decimal, it
would tell you that you how many whole objects you have, and
the number after the decimal would tell you how many parts of
the whole object you have.
For example, 1.4 would tell you that there was one whole object
and 4 parts of the whole object.
On the chalkboard or on a sheet of paper, draw a rectangle and

divide it into 10 equal parts. Colour in 4 of the parts.
Parent Script:
How many equal parts are there in this rectangle? (10)
How many parts have I coloured in? (4)
What fraction of the rectangle is coloured? ÊÁ 4 ˆ˜
Ë10 ¯
How would you write this fraction in the decimal form? (0.4)

Lesson
Ask your child to look at the following diagrams.

6
1. 2.
3. 4.
5. 6.
Ask him or her to write a fraction and a decimal for each of the
shaded parts. When your child has completed this activity,
correct his or her work.
Give your child as much practice as he or she needs recognizing

and writing decimal fractions.

Lesson
It’s Your Turn

6
Challenge Yourself

Lesson
Lesson 7
More About Decimals 7
What You Need
• Practice sheets
• Teaching Aids
Sheet of graph paper
Base 10 blocks (optional)
Warm-Up
Ask your child to take out the Lesson 7 Practice Sheet and
complete the Warm-Up activity. Read the directions with your
child to ensure he or she understands what is required to
complete this work.
When your child has completed the activity, correct it with him
or her. You will find the answers in the Answer Key at the back
of this book.
Exploring the Topic

This lesson explores decimals in more depth, focusing on
hundredths and thousandths.
Parent Script:
Remember that a decimal fraction is another way of writing
a common fraction when the denominator—the bottom
number in a fraction—is a multiple of 10. Today you will be
working with hundredths and thousandths.
Look at these decimal fractions:
0.6 0.12 0.059
Written as common fractions they would read:
6 12 59
10 100 1000
The decimal point stands for and part of 10, or 100, or
1000 and so on.

Lesson
Ask your child to look at each diagram as you explain what

decimal is shown. 7
1
In this diagram one hundredth of the whole is written as
100
0.01.
47
In this diagram 47 hundredths are written as 0.47.
100
1
Understanding is a more difficult concept, so have your
1000
child follow carefully as you look at the series of changes in the
cube in the next diagram.

Lesson
Parent Script:
To understand
1
1000
let’s look at this cube. 7
1 0.1 0.01 0.001
Here is what one thousandth of a whole looks like.
1
is written as 0.001.
1000
19
The next diagram shows you .
1000
Show me how you would write it as a decimal. (0.019)

Lesson
23
This last diagram shows you .
1000
You have to use your imagination here. This shows the

whole layer (with 100 little cubes in each layer) that has
been darkened.
The decimal fraction is written as 0.203

Lesson
You have learned:

• tenths—The number of parts is written on the first place
to the right of the decimal point.
7
• hundredths—The number of parts is written on the
second place to the right of the decimal point.
• thousandths—The number of parts is written on the
third place to the right of the decimal point.
• whole numbers—Complete items that are not broken up
into parts are recorded on the left side of the decimal
point.
In the diagram above there are 3 whole and 5 hundredths of

a whole which have been darkened.
You write it as: 3.05
If you wrote 3.50, it would show that 3 whole and 50
hundredths had been darkened.
We’ll finish this lesson by reviewing place value.

Lesson
In this chart you can see whole numbers to the left of the
decimal point and decimal parts to the right side.
whole numbers • decimal parts

7
hundreds tens ones • tenths hundredths thousandths
To check your child’s understanding of decimal fractions, ask

him or her to move to on the independent activities.
It’s Your Turn

Have your child look at this section on the Lesson 7 Practice
Sheet. Make sure he or she understands the activity directions
before beginning. Ask your child to work independently on the
activities in the section.
When your child has completed this section, mark his or her
work. Help your child to do any needed corrections. If your
child’s work shows a weak understanding of decimals to
thousandths, use the base 10 blocks to review.
Challenge Yourself
There is no Challenge Yourself activity for this lesson. You and
your child may enjoy looking at some of the decimal Web sites.

Lesson
Lesson 8
Making Equivalent Decimals 8
What You Need
• Practice sheets
Warm-Up
complete the activity.
of this book.
Exploring the Topic

Today your child will examine how different decimal fractions
can represent the same amount, in other words, how decimal
fractions can be equivalent.
Parent Script:
Let’s quickly review.
You know a decimal fraction is a part of a whole that is
broken up into groups of 10, 100, 1000, and so on.
The first place after the decimal point means tenths, the
second place means hundredths, and the third place means
thousandths.
You also know that zero is used as a place holder to indicate
how the number is read.
The following illustrations will help you picture equivalent
decimal fractions.

Lesson
In this diagram the square is divided up into tenths. Three of

the tenths are darkened. In other words, 0.3 of the whole
diagram is darkened.
In this next diagram the same size square is divided up into
hundredths. Thirty of the hundredths or 0.30 of the whole
diagram are darkened.
You can see from the two diagrams that the squares are the
same size. Therefore 0.3 and 0.30 must show the same part
of the whole.
This means they have equivalent value.
The zero at the end is written as a place holder in 0.30 to
show that the whole is divided into hundredths.
Now let’s look at the following cube diagrams. The cubes are
divided into hundredths and thousandths and you can see
that the decimal fractions have equivalent value.

Lesson
This diagram shows one whole divided into hundredths.

That’s 10 rods in each layer X 10 layers = 100.
Thirteen of these hundredths or 0.13 of the diagram is
darkened.
Now look at the second diagram. It shows the same cube
divided into thousandths. That’s 10 layers x 10 rods in each
layer x 10 little cubes in each rod.
One hundred thirty of these thousands or 0.130 are

darkened. You can see that 0.13 and 0.130 equal the same
amount and are equivalent.
You can see how the final number in the decimal fractions
shows how many equal pieces the whole is divided into—
tenths, hundredths, or thousandths.

Lesson
It’s Your Turn

Sheet. To make sure your child understands the activity
8
directions, help him or her to get started. Work with your child
on one or two questions in each part. Now ask your child to
work. Help your child to do any needed corrections. This topic
will be addressed again in Lesson 10.
Challenge Yourself
Ask your child to finish the lesson by completing this activity.
You will find the answers in the Answer Key.

Lesson
Lesson 9
Fractions and Decimals Greater Than 1 9
What You Need
• Practice sheets
• Teaching Aids
two bananas
• Common Fractions and Decimals Concentration game
Warm-Up
Exploring the Topic

Today’s lesson is divided into two parts. Your child will
complete the activities and the Practice sheet section for Part A
before moving on to Part B.
You may need to take more than one time period to complete
all the activities in this lesson.

Lesson
Part A
Parent Script:
9
I hope you are full of energy today as we have a lot of work
to cover.
Look at the diagram below.
Each column of an oil-drilling

platform needs 10 gigantic bricks
to build each one.
How many columns are completed? (2—All 10 bricks are

stacked)
How many parts of 10 bricks are stacked on the third
column? (2)
So what do we have? (2 complete columns and two parts)
2
How would I write that information as a fraction? (2 and )
10
If I were to write that fraction as a decimal, what would I
write instead of the word “and”? (I would write a decimal
point (.))
2
So, I would write 2.2 or 2 .
10
Direct your child’s attention to the following diagram.

Lesson
Ask your child the following questions. As your child answers

your questions, write the answers on the chalkboard or on a
sheet of paper.
How many columns are there? (5)

Are all the columns complete? (No)
How many columns are complete? (4)
How much of the fifth column is complete? (5 tenths)
So what would you say? (There are 4 whole and 5 tenths of
the column completed.)
What will you write instead of the word “ and “?
Good! You will write a decimal point.
5
What is the common fraction you would write? (4 ).
10
What decimal fraction would you write? (4.5)
Give your child as much practice as he or she needs writing

common fractions and decimal fractions using whole numbers
as she or he needs.
For example, draw 6 whole columns and 7 tenths.
Ask your child to complete the activities for Part A in the

Lesson 9 Practice Sheet.

Lesson
When your child has completed Part A, correct his or her work.
Help your child to complete any needed corrections. 9
Then return to Part B of this lesson.
Part B
Counting by Tenths
If possible, take out 2 bananas for your child to use as you
demonstrate counting by tenths. If this is not possible, use the
illustration below to demonstrate counting by tenths.
Parent Script:
Suppose we cut a banana into 10 equal pieces.
We could count them by tenths – one tenth, two tenths, and
so one until we got to ten tenths.
When we count by tenths, we write:
1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10
What is 10/10 equal to? (1 whole banana)
Could we count these pieces by tenths? (Yes)
Now—what if we have 2 bananas divided into tenths?

Lesson
How many tenths would we

have? (20 tenths)
If we counted out
11
of a
9
10
banana, what would we have?
Good! We would have
1
1 whole banana and of
10
another banana.
13
Ask your child to count out of a banana and tell you
10
3
what he or she would have. (1 whole banana and of
another banana) 10
13 10 3 13
So is the same as saying + =
10 10 10 10
or
13 3
= 1+
10 10
How would you write that as decimal fraction? (1.3)
Now ask your child to try the following examples. Ask your
child to write the answers as common fractions and then in
decimal form.
16 17 19
= = =
10 10 10
Give your child as much help as he or she needs. If necessary,

have him or her use the banana pieces to find the answers.
Parent Script:
How do you think we would count from 0.8 to 1.3?
8
What fraction is 0.8? ( )
10
What comes after eight tenths? (nine tenths)
What comes after nine tenths? (ten tenths)

Lesson
What is ten tenths the same as? (1 whole)

So, what would the next number be? (
11
10
or 1.1)
It’s just like counting by tens and ones isn’t it?
9
23
Can you tell me how many ones in ?
10
Great! You have 2 ones (2 whole parts) and 3 tenths left
over.
3
How would you write that number as a fraction? (2 )
10
How would you write it in decimal form? (2.3)
Give your child as much practice as he or she needs counting

decimals.
For example, ask your child to count from 1.9 to 2.5.
When your child feels confident to count in decimals, ask him

or her to complete Part B in the Lesson 9 Practice Sheet. When
your child has completed this section, correct his or her work.
Help your child to complete any needed corrections.
Challenge Yourself
There is no assigned Challenge Yourself activity in this lesson.
You could use this time to play Common Fractions and Decimals
Concentration. You will find the directions for this game in the
Games section.

Lesson
Lesson 10
Comparing Decimal Fractions Using Place
Value
10
What You Need
• Practice sheets
• Teaching Aids
Place value chart
Warm-Up
complete the Warm-Up activity. Today’s activity is a review of
place value in whole numbers. Read the directions with your
of this book.
Exploring the Topic

Your child needs a good knowledge of place value concepts. In
Lesson 9, your child used base 10 block pictures to compare two
numbers. Today, she or he will learn to use a place value chart
as another tool to compare numbers.
Parent Script:
Let’s look at these two decimal fractions: 2.1 and 1.7.
Which one is the greater?
Why? (Your child should be able to tell you that 2 is a whole
number and is greater than 1.)
Direct your child’s attention to the illustration that follows.

Lesson
10
0.5 1 km 1.5 2 km 2.5 3 km 3.5 4 km
Parent Script:
Bob jogged 2.9 km (kilometers) while Elsa jogged 3.3. km.
Who jogged the greatest distance?
As your child looks at the number line he or she should see

which is the greater distance.
Ask your child the following questions to ensure he or she

knows why 3.3 km is the greater distance.
• When you are comparing fractions, what do you

compare first? (the whole numbers)
• Good! You compare the digits with the greatest value?
If your child has difficulty understanding this concept, explain

that in decimals the digit that comes before the decimal point
is always a whole number and the digits that follow the
number can either be tenths, hundredths or thousandths
depending on their order after the decimal point.

Lesson
Parent Script:
A place value chart is a handy tool to use when you are
working with equivalent numbers. This is what it would
10
look like if we placed 24.57 on the place chart below
Tens Ones Tenths Hundredths

.
2 4 5 7
Ø Ø Ø Ø
value value value value
20 + 4 + 0.5 + 0.07
OR
5 7
20 + 4 + +
10 100
24.57
Let’s see what 6.09 looks like on a place value chart.

.
- 6 0 9
Ø Ø Ø Ø
value value value value
0 6 + 0.0 + 0.09
OR
0 9
6 + +
10 100
6.09
Now we are going to find which is greater—1.6 or 1.60. To
do this we will place each number on the place value chart.

Lesson
Place 1.6 on this chart
Tens Ones
.
Tenths Hundredths
10
1 6
Ø Ø
value value
1 + .6
1.6
Place 1.60 on this chart.
1 . 6 0
Ø Ø Ø
value value value
1 + .6 + 0
1.60
(Your child should be able to see that on the place value chart
both numbers look exactly the same.)
Well done. Remember, zero or zeros on the end of the
decimal do not increase value. They just rename a decimal.
Look at these examples:
0.4 ➞ 0.40
4 tenths 40 hundredths
0.4 = 0.40
7.8 is seven and eight tenths.

7.80 is seven and eighty hundredths.
7.8 = 7.80

Lesson
Now your child has been introduced to tools he or she can use
to compare numbers, teach him or her the rules that follow.
Allow your child to use the tools until such time as he or she
10
can remember and follow the rules.
The Rule for Comparing Numbers by Place Value
By using this rule you can compare numbers up to the

thousandths’ place or even higher. The following question will
help you to review the steps.
Compare these two numbers.
61.090 61.009
Look at the number on the left first (the greatest place value)
and then compare the remaining numbers. This is just the same
as comparing whole numbers.
The numbers on the left are the same.
61.090 61.009
Look at the next place to the right of the first number and
compare.
Again the numbers are the same.
61.090 61.009
Look to the next place to the right and compare.
Once more the numbers are the same.
61.090 61.009

Lesson
Look to the next place to the right and compare.
The numbers are different. 9 hundredths are more than 0

10
hundredths. Therefore:
61.090 > 61.009
To sum up: The first digits compared from the left to the right
that are found to be different tell which number, as a whole,
has the greater or lesser value.
Help your child follow the rules to compare each pair of these
decimals. Ask him or her to use > and < or =. If your child has
difficulty following the rule, allow him or her to use the place
value chart Teaching Aid to find the answers.
a. 1.70 1.71 b. 9.8 9.08
c. 6.6 6.60 d. 0.8 0.80
e. 6.50 6.45 f. 0.22 0.220
(Answers: a. <, b. >, c. =, d. =, e. >, f. =)
Make sure your child understands how to compare decimals

before he or she begins the independent activities. If necessary,
provide more guided practice using questions such as those
above.
It’s Your Turn

Sheet. Read each set of directions with your child to make sure
he or she understands what to do in each activity. Ask your
child to complete the section independently.
work. Help your child to do any needed corrections.

Lesson
Challenge Yourself
Your child may wish to use the place value chart from the
10
Teaching Aids section.

Lesson
Lesson 11
Ordering Decimals 11
What You Need
• Practice sheets
Warm-Up
Exploring the Topic
Parent Script:
In the last lesson we compared decimals. In this lesson you
will put the decimals in order. You will order them from the
greatest to the least, and from the least to the greatest.
Look at this number line.
0.7 1.7 3 3.5
Ø Ø Ø Ø
0 1 2 3 4 5
The numbers at the bottom of the line are whole numbers.

The numbers at the top are parts of the whole or tenths.
What is the first number that you see? (0.7)
What is the last number you see along the number line?
(3.5)
Is there any number that is greater than 3.5? (No)
If you were to order the numbers from the greatest to the
least what number would you write first? (3.5)
Now tell me the rest of the numbers from greatest to least.
(3.5, 3, 1.7, 0.7)

Lesson
Direct your child’s attention to this number line.

1.3
Ø
11
0 1 2
Discuss the placement of the decimal 1.3.
Ask your child to place each of the following decimals on the

number line.
0.5, 1.9, 0.4, 1.6
Ask your child to order the decimals from the least to the
greatest.
Now direct you child’s attention to this number line. Ask him or
her to place the following decimals on the number line.
0 1 2 3 4 5
4.1, 0.8, 2.7, 4.6, 1.5, 3.8, and 3.0
When your child has completed the activity, ask him or her to
order each decimal from the greatest to the least. Correct your
child’s work.
Give your child as much practice placing and ordering decimals

on a number line as she or her needs.
It’s Your Turn

Have your child look at the Lesson 11 Practice Sheet to make sure
your child has a complete understanding of ordering decimals
before you ask him or her to complete this section
independently.
When your child has completed the exercises, correct his or her

Lesson
Challenge Yourself
11

Lesson
Lesson 12
Rounding Decimals to the Nearest Tenth
and Nearest One
12
What You Need
• Practice sheets
• Teaching Aids
Page of blank number lines
Warm-Up
of this book.
Exploring the Topic

Your child knows how to round off whole numbers. Today you
will show him or her how to use the same techniques to
practise rounding off decimal fractions.
Parent Script:
You have done lots of rounding with whole numbers, and
rounding for decimals is the same.
Let’s review the rules for rounding.
Rules for Rounding
Numbers from 0 to 4 round down to 0.
Numbers from 5 to 9 round up to 10.

Lesson
We’ll begin by solving this problem using rounding. Read

the problem to me.
The Jackson’s car could go from 0 to 90 km/h in 7.37
12
seconds. How long is 7.37 seconds rounded to the nearest
tenth of a second?
7.37 Æ ?
40 4
7 or 7 ?
100 100
37
Think: Is 7 closer to OR
100
30 3
7 or 7 ?
100 100
40
It’s closer to 7 , so 37 rounds up to 40. Your answer
100
becomes 7.40 or 7.4.
Read this problem to me.
Bernie’s car could go from 0 to 90 km/h in 6.93 seconds.
How long is 6.93 seconds rounded to the nearest tenth?
6.93 Æ ?
100 10
6 (7) or 6
100 10
Think: Is 6.93 closer to OR
90 9
6 or 6 ?
100 10
Remember 3 rounds down to zero

Round 6.93 down to 6.90 seconds.
In rounding from hundredths to tenths use the first set of
rounding rules. Even though you might try to round the
93 seconds up to 100, it is only the 3 that is being rounded
down to 0.

Lesson
You can use a number line to help you picture rounding

decimal fractions. Here’s another problem to solve.
Casey Ann jumped 6.35 m in the long jump
12
competition at a track meet. What was her jump
rounded to the nearest tenth?
Think: the tenths’ place is 3. 6.35
You look to the right and think: 6.35

5 is always rounded up.
You round the tenths’ 6.4
place up to 4.
This number line can help you see the problem.
6.2 6.3 6.35 6.4 6.5
You can see that 6.35 is exactly halfway between 6.3

and 6.4. You must remember the rounding rule that
says that 5 is always rounded up.
Often you are asked to round off decimal number to the
nearest one ( a whole number).
If a building is 646.6 m in height what would it be if
you rounded it to the nearest one?
Think: the ones’ place is 6. 646.6
You look to the right 646.6

and think: 6 is greater than 5.
You round the ones’ 647
place up to 7.
Look at this number line to help you picture rounding
decimal numbers to the nearest one.
644 645 646 646.6 647
You can see that 646.6 is closer to 647 than to 646.

Lesson
In the problem about Bernie’s car, if you had been asked to

round 6.93 to the nearest whole second then you need to
look at the 93.
12
6.93 rounded to the nearest second (one) = 7 seconds
Knowing where decimal numbers fit in with whole numbers
is important.
6.93 is between 6 and 7.
Now it’s your turn.
Encourage your child to work independently. If he or she has

any difficulty, allow him or her to use the number lines. You
will find a sheet of number lines in the Teaching Aids. Write in
the appropriate numbers for your child.
It’s Your Turn

Sheet. Make sure your child understands the activity directions
by reading each set with him or her. Now ask your child to
Challenge Yourself
There is no Challenge Yourself activity in this lesson.

Lesson
Lesson 13
Rounding to the Nearest Whole Number
and Estimating Sums and Differences With
13
Decimals
What You Need

• Practice sheets
Warm-Up
or her.
Exploring the Topic

This lesson will be in two parts. Your child will learn to round
to the nearest whole number, and then use that knowledge to
estimate sums and differences. You may wish to cover this
lesson over two days if your child has any difficulty with the
rounding skills.
Part A
Parent Script:
We are going to work on rounding decimal numbers to the
nearest whole numbers. This important skill is needed when
you estimate decimal sums or differences, and when you
need to estimate measurement and money.
How long is the turtle?
0 1 2 3 4 5 6

Lesson
We write: 4.8 cm
About how long is 4.8 cm if we round it to the nearest
centimeter?
13
8 is rounded up to 10 so .8 is rounded up to 1.0
Think: So, it is closer to 5 cm. (4 cm + 1 cm = 5 cm)
Write: 5 cm
Look at the ruler below.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
centimetres
Notice the arrow on the top of the ruler.

What is the actual distance from the beginning of the ruler
to the arrow? (Answer: 8.5 cm)
Round off the distance to the nearest centimeter. What will it
be? (Answer: 9 cm – 5 rounds up)
Well done! Now let’s look at an example of rounding dollars
and cents.
Jack has saved $26.15.

Lesson
Round $26.15 to the nearest dollar.

Think: Round .15 down to .00.
Write: $26.00
13
Your turn. Round off $2.35 to the nearest dollar.
Do you round .35 up or down? (Answer: down)
What do you write as an answer? (Answer: $2.00)
Good work. Now try some examples on your own.
Have your child turn to the Lesson 13 Practice Sheet, It’s Your
Turn, to round measurements and money. Read the directions
in Parts A and B with your child before he or she begins the
work.
Mark your child’s work. If he or she has completed the work

correctly move on to Part B of this lesson. If your child needs
more guided practice, work through a few more examples with
him or her to make sure the concept of rounding to wholes is
understood before you move on.
Part B
Estimation is a skill that is used in everyday life.
Parent Script:
In life you will have to solve many problems involving
numbers. Some problems require exact answers, but many
will require estimates. This part of the lesson will help you
estimate when adding.
Read the following problem to me.
Mr. Anderson has one board that is 6.7 m (metres) in
length and another board that is 9.2 in length.
About how many metres of wood does Mr. Anderson have?

Lesson
Think: Round each measurement to the nearest metre.

Then add the two measurements.
6.7m Æ 7m
13
+9.2m Æ +9 m
16m
Write: Mr. Anderson has about 16 m of wood.

Why wouldn’t Mr. Anderson estimate if he wanted to cut the
wood to build a cabinet? [Answer: He needs exact
measurements if pieces are to fit together.]
Here’s a second addition problem.
About how many litres of water are in the 2 water coolers?
23 5 L 17 9 L
Think: Round each amount of water to the nearest litre.

Then add the 2 measurements.
23.5L Æ 24 L
+17.9 L Æ +18L
42L
Write: There is about 42 L of water in the 2 containers.

Estimating sums was quite easy. Now let’s have a look at
estimating differences.

Lesson
Read the problem to me.

Jim picked 27.8 kg (kilograms) of apples while his younger
brother picked 16.6 kg of apples. About how many more kg
13
of apples were picked by Jim?
Think: Round each amount to the nearest kilogram. Then
subtract the two amounts.
28.7kg Æ 28kg
-16.6kg Æ -17kg
11kg
Why were both numbers rounded up? (Answer: They were

both between 5 and 9.)
Write: Jim picked about 11 kg more apples than his brother.
Now it’s your turn to work on sums and differences.
It’s Your Turn

Have your child turn to the Lesson 13 Practice Sheet to estimate
sums and differences that have decimals. Read the directions in
Parts C and D with your child before he or she begins the
work.
Mark your child’s work. If he or she has completed the work

correctly move on to the Challenge Yourself section. If your
child needs more guided practice, work through a few more
examples with him or her to make sure he or she masters the
skill of rounding and then adding or subtracting.
Challenge Yourself

Lesson
Lesson 14
Adding Decimal Fractions 14
What You Need
• Practice sheets
• Teaching Aids
Calculator
Warm-Up
complete the Warm-Up activity. Read the directions and work
through the first question of Part A with your child to ensure he
or she understands what is required to complete the activity.
Quick recall of basic addition facts will help as your child works
through this lesson. Part B of the Warm-Up offers a quick review
of basic facts.
of this book.
Exploring the Topic

Adding decimals to tenths should not be difficult if your child
can add whole numbers. It’s important to line up the ones, tens,
and hundreds when adding whole numbers. It is also important
when adding decimal numbers. Your child will learn to line up
the decimal numbers as well as whole numbers.

Lesson
Parent Script:
You know how to add whole numbers, so you can use the same
strategies to add decimals.
14
Look at the pictures of Base 10 blocks. They show you what
happens when you add 3.6 + 1.9
Ones Tenths Ones Tenths
3.6
10 tenths
equals
1 whole.
1.9
The sum of 3.6 + 1.9 = 5.5

To add without pictures, use place value. Look at this example.
Add the tenths: 10 tenths equals Add the ones:

12 tenths 1 whole. That’s 1
and 2 tenths.
2.8 1 1
+ 3.4 2.8 2.8

+ 3.4 + 3.4
2 6.2
Let’s look at an addition problem. Read the problem to me.

Lesson
The length of the tractor (or cab)

is 2.5 m (metres) and the length
of the trailer is 12.7 m. How
long is the entire tractor trailer?
2.5 12.7
14
Think:12.7m + 2.5m = ?
Write:
tens ones tenths
1 2
1
. 7
+ 2 .. 5
Answer: 1 5 .. 2 The tenths have

been regrouped
into 1 ones and
2 tenths.
The tractor trailer is 15.2m long.
In the next problem you will be adding kilograms. Read the
problem aloud.
Mrs. Jones bought 0.5 kg of peaches. The peaches went in a
fruit salad with 1.2 kg of pears. How much fruit was in the
fruit salad?
Think: 0.5kg + 1.2kg = ?
Write:
ones tenths
0 .. 5
1 .. 2
Answer: 1 .. 7
Mrs. Jones has 1.7 kg of fruit in the salad.
Give your child a blank sheet of paper and pencil and ask him or
her to copy and answer the following questions. To help your
child, you can make simple charts like those above.

Lesson
4.2
+2.3
1.7
+5.6
5.7
+6.7
3.3
+9.8 14
(Answers: 6.5 7.3 12.4 13.1)
If your child was able to answer the questions correctly move

on to the addition of hundredths and thousandths. If your
child had any problem with the questions, give him or her
more examples like those above. Help your child work through
each example until he or she has mastered the skill. Then move
on.
Parent Script:
You know that decimal fractions must be lined up correctly
before you can add. Study the following problem.
Jake was training for the city cross-country run. He ran 6.1
km on Friday, 5 km on Saturday, 5.2 km on Sunday and 6
km on Monday. How many kilometers did Jake run
altogether during those 4 days?
Let’s review what we already know about adding decimals.
To add decimal numbers you must follow two simple

steps:
• Align (line up) the decimal points (zeros can be used
as place holders), which will line up the place values
• Add the decimal numbers exactly as you would add
whole numbers.
To answer this problem, you would write the decimal

numbers vertically and then add. It looks like this:
6.1 You can also add decimal sums without place

5.0 holder zeros as long as you line up the decimal
5.2 points correctly. Read the following problem aloud
6.0 and then look at the solution.
22.3

Lesson
Mr. Beaumont mailed three parcels at the post office. The

first parcel weighed 0.823 kg, the second 1.3 kg, and
the third 0.68 kg. What was the total weight of Mr.
Beaumont’s three parcels?
14
You line up the decimal points: .823
1.3
.68
Then you add using regrouping 1 1

.823
as you would with whole
1.3
numbers. .68
2.803
Now you’re ready to work on your own.
It’s Your Turn

Sheet. To help your child get started, read each set of directions
with him or her. You can also help your child complete the first
question in each activity. Now ask your child to complete the
rest of the section independently.
Challenge Yourself
During this activity your child will learn how to record decimals
on a calculator. You will find the answers in the Answer Key.

Lesson
Lesson 15
Subtracting Decimal Fractions 15
What You Need
• Practice sheets
• Teaching Aids
Calculator
Warm-Up
Quick recall of basic subtraction facts will help as your child

works through this lesson. Part A of the Warm-Up offers a quick
review of basic facts.
or her. You will find the answers in the Answer Key.
Exploring the Topic

Remind your child that decimal fractions stand for a tenth, a
hundredth, or a thousandth of a whole number, but when they
are added or subtracted, your child follows the same steps as
with whole numbers. He or she will again need to review the
importance of correctly aligning decimal numbers as in the
previous addition lesson.
Parent Script:
In today’s lesson you will be given the opportunity to
complete subtraction questions when the digits are lined up
correctly, as well as practice in lining them up yourself before
subtracting.
Let’s begin by studying the following problem. Read the
problem to me.

Lesson
When Baby Jamie was born his

mass was 3.2 kg. When he
was weighed the next day he
had lost 0.4 kg. What was his
15
mass on the second day?
3
2 4
5
kg
6
0
Think: 3.2kg – 0.4kg =?
Write: ones tenths
2 12
3 2 Remember to regroup
–0 4 3.2 2.12
– 0.4
2 8 kg
The baby’s mass was 2.8 kg on the second day.

Now we’re going to study a more difficult problem. Read
the problem.
Jim is 151.8 cm tall. Cheryl is 3.91 cm shorter than Jim.
How tall is Cheryl?
You know the first step is to align the numbers by the
decimal points. Because Jim’s height is written to the tenth
decimal place, and Cheryl’s is written to the hundredth
place, it is easier to find the difference if you use a zero as a
place holder. Look at this example.
151.80
-3.91
The next step is to subtract the same way you would with
whole numbers. It’s a good idea to write down the decimal
point on the answer line before you calculate the answer.
Look at this example.
151.80
-3.91
.

Lesson
The final step is to complete the subtraction, borrowing

(regrouping) if it’s necessary. You’ll see in this question, you
need to regroup.
15
4 10 17 1
15/ 1.
/ 8/ 0
-3. 91
147. 89
Cheryl is 147.89 cm in height.
Now I’d like you to work on some subtraction questions with
me. Take out a sheet of paper and a pencil. Copy the
following questions onto the paper. You’ll have to line up the
decimal points before you subtract. I’ll help you if you get
stuck.
1. 8.7 – 7.2 =
2. 100.2 – 84.7 =
3. 7.509 – 0.29 =
Have your child check his or her work by adding.

(Answers: 1. 1.5 2. 15.5 3. 7.219)
If your child could solve the subtraction questions with little

help from you, he or she is ready to move on to the
independent work.
If your child had any difficulty, work on a few more examples

with him or her. Provide some questions where the numbers are
lined up and some questions where your child must align the
decimal points. When your child can arrive at the correct
answers without your help, ask him or her to work on the
independent activities.

Lesson
It’s Your Turn

Sheet. Make sure your child understands the activity directions
15
by reading each with him or her. Ask your child to complete the
section independently.
Challenge Yourself
Your child will need a calculator. You will find the answers in
the Answer Key.

Lesson
Lesson 16
Decimal Dollars 16
What You Need
• Practice sheets
• Teaching Aids
Coins (optional)
Warm-Up
or her. You will find the answers in the Answer Key at the end
of this book.
Exploring the Topic

This lesson looks at the different ways your child can express
money amounts – in cents, in dollars, and in words.
Parent Script:
Although you may not realize it, you have worked with
decimals for a long time, at least as long as you have used
money.
We talk about money in cents, in dollars, and in words. Let’s
have a quick look at the way the decimal point works in
money.
Look at the illustration and count the coins. (33¢)

Lesson
33¢ can be expressed as part of one dollar using decimals.
=
1
100
of one dollar
16
1
= of one dollar
10
33¢ as a decimal is $0.33 or 33 hundredths of one dollar.

When we have whole dollars,
we separate the dollars from
the cents with a decimal
point.
$2.42
> ≠ <
2 whole dollars decimal 42¢
point
Now that you understand that cents are hundredths of a

dollar, the decimal point in money makes sense.
Let’s see if you can solve some money questions on your
own.

Lesson
It’s Your Turn

Sheet. Read each set of activity directions with your child to
16
help him or her get started. Now ask your child to complete the
section independently.
work and help him or her to do any needed corrections.
Challenge Yourself
In it your child will be counting by decimal numbers. He or she
made need some assistance. You will find the answers in the
Answer Key.

Lesson
Lesson 17
Estimating Dollar Sums and Differences 17
What You Need
• Practice sheets
Warm-Up
of this book.
Exploring the Topic
Parent Script:
Today we are going to have another look at estimating – this
time dollar sums and differences. You’ll have to ask yourself
questions such as: “Is it closer to $12 or $13?”
We are going to study some problems before you begin
working by yourself.
Let’s look at the first problem.
Kyle has $7.20 and his sister But Janet, between us
Janet has $9.65. Estimate we have $ .
how much money they have

altogether.

Lesson
$7.20—Think, is it closer to $7 or $8?

$9.65—Think, is it closer to $9 or $10?
Write: $7
17
+10
$17
They have about $17 altogether.

The next problem is solved using subtraction. We’ll read the
problem and look at the way it’s solved.
Janet has $9.65 and spends $2.80 of her money on a pen.
Estimate how much money she has left.
$9.65—Is it closer to $9 or $10?
Write: $10
-3
$ 7
Janet has about $7 left.
In this final problem, you will need to round to the nearest
$10. Let’s work through the problem.
Mr. Swanson buys some wood for $63.15 and some carpet
for $77.50. Estimate how much money he spent. Round
each amount to the nearest $10.
Think: $63.15—Is it closer to $60 or $70?
Write: $60
+ 80
$140
Mr. Swanson spent about $140.

Now it’s time for you to work independently. Before you
begin, review the rounding rules once more.

Lesson

17
It’s Your Turn

directions help him or her to get started. Now ask your child to
Challenge Yourself
There is more than one correct answer for each of the four
questions. If your child follows the directions in each question
he or she will have a correct answer.

Lesson
Lesson 18
Adding and Subtracting Dollars and Cents 18
What You Need
• Practice sheets
Warm-Up
of this book.
Exploring the Topic

When your child adds or subtracts money, he or she must deal
with decimal tenths (dimes) and decimal hundredths (cents). It
is not difficult as long as your child remembers to line up the
decimal points.
Work through a pair of addition and a pair of subtraction

problems with your child. He or she should then be ready to
work on independent practice.
Parent Script:
We are going to look at some money problems. They are
easy to solve as long as you remember to line up the
decimal points. When you add or subtract money, dime
amounts are decimal tenths and cent amounts are decimal
hundredths.
When you are adding money the same regrouping rules
apply—if you have 12 cents you must trade 10 pennies for
1 dime and so on.
Subtraction rules are the same as for addition—when you
don’t have enough cents to subtract from, you regroup by
“borrowing” a dime (10 cents).

Lesson
We are going to begin by looking at a couple of addition

problems. I want you to pay special attention to the way the
decimal points are lined up, and to regrouping.
18
Read the first problem.
Jacques bought a hot dog for $2.75 and a cola for $0.99.
How much money did he spend?
Think: $2.75 + $0.99 = ?
Write: $2.75 Line up

0.99 the
decimal
points
Step 1: Add the cents.
$2.75 9 + 5 = 14
+ 0.99 Regroup — 14 becomes
4 4 cents and 1 dime.
Step 2: Add the dimes.
1 1
$2.75 9 + 7 + 1 = 17
+ 0.99 Regroup — 17 becomes
.74 7 dimes and 1 dollar.
Step 3: Add the dollars.
$2.75
+ .99
$3.74 Jacques spent $3.74.

Lesson
This problem is a little more difficult. Read the problem and

look at the illustration.
How much do these 3 food items cost?
18
$3.99 $1.15 $.95
Think: $3.99 + 1.15 + $0.95 = ?

Now, follow the steps to find the answer.
• Write the numbers down in a column.
• Be sure to line up the decimal points.
• Add the cents.
• Add the dimes.
• Add the dollars
• Write a statement. ______________________________
(Your child’s work should look like the following:

2 1
$3 .99
1.15
+ .95
$6.09 The 3 food items cost $6.09.)
Congratulate your child.
Now follow the same pattern to work on a pair of subtraction

problems.

Lesson
Parent Script:
Now that you can add money, let’s look at subtraction
problems.
18
Read the first problem.
Jerry wanted to buy a video game that cost $69.95. His
dad told Jerry he could buy one on sale for $54.50. How
much cheaper was the sale price?
Think: Regular price – sale price = savings
$69.95 – $54.50 = ?
Write: $69.99
-54.50
$15.45 The savings were $15.45.
In this problem you need to regroup to find the correct

answer. Read the problem to me.
Lynn wanted to buy a poster for $8. She only had $5.25.
How much more money does Lynn need in order to buy the
poster?
You think: Cost of poster – How much Lynn has =
How much more money Lynn needs.
$8.00 – 5.25 = ?
Now you find the answer.
• Write the numbers down in a column.
• Be sure to line up the decimal points.
• Add the cents.
• Add the dimes.
• Add the dollars
• Write a statement. ______________________________

Lesson
(Your child’s work should look like the following:

7 9 10
$8.00
18
– 5.25
$2.75 Lynn needs $2.75 more.)
Compliment your child for his or her work. Ask him or her to
work on the independent practice in It’s Your Turn.
If your child had difficulty with either the addition or

subtraction part of this lesson, provide him or her with more
question examples. Walk your child through each step toward
finding the answers. When you think your child is ready, have
him or her begin the independent practice.
It’s Your Turn

Sheet. To make sure your child understands the activity, read
each set of directions with him or her. Now ask your child to
complete the section independently.
Challenge Yourself

Lesson
Lesson 19
Mixed Numbers—Ones, Tenths, Hundredths 19
What You Need
• Practice sheets
• Teaching Aids
Hundreds board
Pennies
Base 10 blocks
Warm-Up
Exploring the Topic
Parent Script:
In this lesson you will put together what you have learned
about decimal numbers.
Discuss with your child the following information of how base

ten blocks can be used to show decimals.
= 1 (one)
= 0.1 (1 tenth)
= 0.01 (1 hundredth)

Lesson
Direct your child’s attention to the following diagram.

19
How many of the shaded parts represent whole numbers? (4)

How many whole numbers can you see? (4)
How many tenths do you see? (3 tenths)
So we have 4 ones and 3 tenths.
What decimal fraction would you write for 4 ones (whole
numbers) and 3 tenths? (4.3)
Ask your child to look at this diagram.
Parent Script:
How much of the diagram is shaded?
How many ones are shaded? (1)
How many tenths are shaded? (3)
How many hundredths are shaded? (5)
So we have 1 one, 3 tenths, and 5 hundredths.
What decimal fraction would you write to represent this
diagram? (1.35)

Lesson
If your child has difficulty understanding how you arrived at

this answer, use the hundreds board or the base ten blocks to
show him or her.
19
Point to the diagram below.
Parent Script:
How much of this diagram is shaded in?
How many ones are shaded? (9)
How many tenths are shaded? (6)
How many hundredths are shaded? (8)
So we have 9 ones, 6 tenths, and 8 hundredths.
What decimal fraction would you write to represent this diagram?
(9.68)

Lesson
If your child needs extra practice, ask him or her to write the
decimal number for each shaded figure. 19
1.
2.
3.

Lesson
It’s Your Turn

19
complete the rest of the section independently. When your
child has completed this section, correct his or her work. Help
your child to complete any needed corrections.
Challenge Yourself

Lesson
Lesson 20
Renaming a Decimal Fraction as a Common
Fraction
20
What You Need
• Practice sheets
• Teaching Aids
20 pennies
Warm-Up
complete the Warm-Up activity. Read the information and
directions with your child to ensure he or she understands what
is required to complete the activity.
of this book.
Exploring the Topic

When we express a decimal fraction as a common fraction, the
place value of the decimal fraction becomes the denominator of
the common fraction.
Begin this lesson by reviewing tenths, hundredths, and whole

numbers.

Lesson
Parent Script:
You know that a decimal fraction is a part of a whole
number and that it takes 10 tenths to make one whole
20
number. Also, it takes 100 one hundredths to make one
whole number. In a math sentence they would look like this:
0.1 x 10 = 1.0 0.01 x 100 = 1.0
one tenth times ten = one one hundredth times 100 = one
When we write a decimal fraction as a common fraction, we

write it with a numerator and a denominator. For example,
1
0.1 is written as . The 1 becomes the numerator and the
10
place value—tenths—becomes the denominator.
10 is the denominator when we change 0.1 to a common
fraction. The digit that describes the tenths’ place value
becomes the numerator.
Let’s try some examples. Write these decimal fractions as
common fractions.
Give your child help with the first two or three questions and
then let him or her complete the rest.
1. 0.1 = 2. 0.2 = 3. 0.3 =
4. 0.4 = 5. 0.5 = 6. 0.6 =
7. 0.7 = 8. 0.8 = 9. 0.9 =
When your child has finished, help him or her check the
answers.
Answers: 1 2 3
1. 2. 3.
10 10 10
4 5 6
4. 5. 6.
10 10 10
7 8 9
7. 8. 9.
10 10 10

Lesson
Parent Script:
Remember that decimal numbers are expressed at tenths,
hundredths, thousandths, and so on. If you think back to the
20
money questions in the Warm-Up, you can see that pennies
will work very nicely for expressing hundredths because it
takes 100 pennies to make a whole dollar.
Let’s see what hundredths look like as decimal fractions, and
then you can rewrite them as common fractions.
one penny = 0.01
four pennies = 0.04
As common fractions, these can be expressed:
1 4
0.01 = and 0.04 =
100 100
Now it’s your turn. Try writing the following amounts as
common fractions.
Help your child with the first one or two questions and then let
him or her complete the rest.
1. 0.07 = 2. 0.13 = 3. 0.05 =

4. 0.22 = 5. 0.08 = 6. 0.45 =
When your child has finished, help him or her check the
answers.
Answers: 7 13 5
1. 2. 3.
100 100 100
22 8 45
4. 5. 6.
100 100 100
Ask your child to notice how the digits, other than the starting
7 07
zeros, express the numerators. 0.07 becomes and not .
100 100

Lesson
Parent Script:
Finally, let’s look at what you do when working with
thousandths. You need to remember that digits other than
20
the starting zeros are used to describe the numerator.
Remember the denominator is 1000. Can you think of
anything that is divided into 1000 parts?
Did you think of metres or kilometres?
One metre = one thousand millimeters.
One kilometer = one thousand metres
Look at the examples and then complete the questions that
follow it.
23 203 230
Examples: 0.023 = 0.203 = 0.230 =
1000 1000 1000
1. 0.047 = 2. 0.135 =
3. 0.008 = 4. 0.765 =
5. 0.056 = 6. 0.003
7. 0.506 = 8. 0.004 =
9. 0.679 = 10. 0.321 =
Let’s check your answers and see how you’ve done. Good
work!
Answers: 47 135 8
1. 2. 3.
1000 1000 1000
765 56 3
4. 5. 6.
1000 1000 1000
506 4 679
7. 8. 9.
1000 1000 1000
321
10.
1000

Lesson
You’ve learned in the questions you completed that the

denominator is represented by the place value of the
decimal fraction.
20
For tenths the denominator is 10
For hundredths the denominator is 100
For thousandths the denominator is 1000
It’s Your Turn

directions help him or her to get started. Now ask your child to
Challenge Yourself
At the end of the package your child is asked to complete a

Decimals and Common Fractions Mastery Test. Before your child
attempts this test, it may be necessary for him or her to review
the skills and concepts taught in Lessons 1 through 20.

Lesson
20

Mastery Test—Fractions and Decimals
Today your child will complete a Mastery Test. The questions on this test will
cover the skills and concepts that have been taught in this package. If you feel
your child is not ready to take the test, make sure you review any skills or
concepts your child may still have difficulty understanding before you
administer it. Do not give your child this test unless you are confident he or she
can complete it successfully.
Note: Your child will need more than one sitting to complete this test. Your
child should complete the Common Fraction section first. He or she is to
finish the Decimal Fraction section at a later time.
Take out the Mastery Test on the following pages and place it in front of your
child. Explain to him or her that the test needs to be completed independently.
Encourage your child to take a few moments to look over the questions. Ask
your child if he or she understands what is expected. Give your child as much
time as he or she needs to complete the test. If you see your child having any
difficulty answering a question, tell him or her to leave that question and move
on to the next one. When your child has completed all of the questions,
encourage him or her to look over the work for any errors that may have been
made. Mark the test with your child.
As you mark the test you will see the concepts or skills your child still has
difficulty mastering and will need more practice. Make sure your child reviews
these skills or concepts before moving on to the next Mathematics package.
Survive Math 5 | Fractions and Decimals Mastery Test 115

Part A
A. Colour the correct number of parts to show each fraction.
1.
four tenths
2.
5
9
3.
three fourths
4.
3
5
B. Write each fraction in words. Remember to spell the words correctly.
7 3
1. 2.
8 4
7 4
3. 4.
10 6
116 Mastery Test Fractions and Decimals | Survive Math 5

C. Write the number for each fraction.
1. two thirds ______________________
2. three eighths ______________________
3. one quarter ______________________
4. four fifths ______________________
D. Here are the names of six towns in British Columbia. Remember to write
your answer as a common fraction.
HOPE NANAIMO CRANBROOK CRESTON
VANCOUVER MERRIT
1. What fraction of the towns has the letter “I” in their names?
––––––––––
2. What fraction of the towns has more than 6 letters in their name?
––––––––––
3. What fraction of the s have the letter “r” in them?
––––––––––
4. What fraction of the towns has a 4-letter name?
––––––––––

Part B
Use < or > to complete each statement.
0 1 10 4
1. 2.
3 3 11 11
8 2 1 0
3. 4.
9 9 10 10
9 1
5.
9 9
Part C
A. Express the shaded parts of each shape as a common fraction and a

decimal.
1.
2.

3.
B. Write each of the fractions as a common fraction.
1. two tenths ________ 2. 0.6 ________
3. 9 tenths ________ 4. 0.5 ________
5. 0.3 ________
C. Write each fraction as a decimal fraction.
1. eight tenths ______________________
2. sixteen tenths ______________________
3. thirty-two tenths ______________________
4. eleven tenths ______________________
5. 10 tenths ______________________
D. Write these decimals in words.
1. 7.2 ______________________
2. 5.8 ______________________
3. 12. 7 ______________________
4. 18.9 ______________________
5. 23.2 ______________________

Part D
A. How many ones and tenths are in each of the fractions.
21 45
1. _________ 2. _________
10 10
19
3. 4. twenty-two tenths _________
10
5. seventeen tenths _________
B. Write each fraction as a decimal number.
1. Thirty-nine hundreds ________________________
2. Seventeen hundredths ________________________
73
3. ________________________
100
4. fifteen and eight hundreds ________________________
8
5. 7 ________________________
10
Part E
A. Write < (less than) or > (greater than) to complete each number statement.
1. 0.12 ________ 0.21 2. 21.7 ________ 7.87
3. 14.01 ________ 14.00 3. 70.04 ________ 74.07
5. 16. 44 ________ 44.16

B. Order the numbers form least to greatest.
1. 30.2, 32.9, 29. 3, 23. 9
_______________________________________________________________
2. 8.2, 8, 8.8, 9, 8.1
_______________________________________________________________
C. Count by tenths.
1. From 29.6 to 30.4
_______________________________________________________________
2. From 16. 8 to 17.7
_______________________________________________________________
3. From 35.6 to 36.5
_______________________________________________________________
Part F
A. Write an equivalent decimal number for each of the following.
a. 75.1 as thousandths _______________________
b. 0.09 as thousandths _______________________
c. 615.990 as hundredths _______________________
d. 4519 as thousandths _______________________

B. Use the place-value chart for each number. Put each number in the correct
position on the chart.
1. 15.75
2. 20.08
C. Central Heights High School had five top long distance runners in the City
Track Meet. Their fastest times were:
1. Jim 43.01
2. Sam 44.52
3. Paul 43.10
4. Karl 45.01
5. Hayne 44.66
Arrange the runners’ names in order from first place to fifth place.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

D. Order the following set of numbers from least to greatest.
845.051 845.115 845.50 840.500
_________ __________ _________ __________
E. Count by thousandths.
6.996 6.997 ________ ________ ________ ________
F. Circle the number in each group with the least value.
1. 16.12 2. 7.925
16.0 7.91
15.999 7.999
16.001 7.099
16.90 7.9
G. Write >, <, or = to complete each number statement.
1. 94 _____ 93.889
2. 34.01 _____ 34.010
3. 765.19 _____ 756.995
4. 1.384 _____ 1.39
5. 75.67 _____ 75.629

Part G
A. Round each money amount to the nearest dollar. Write your answers in
standard form (with dollar signs).
1. 4 dollars and eight cents ________________________
2. $12.78 ________________________
3. eleven and one half dollars ________________________
B. Round each decimal number to the nearest whole number.
1. 20.50 ______________________
2. 481.4 ______________________
3. 17.4 ______________________
4. 88.5 ______________________
5. 11.44 ______________________
6. 12.635 ______________________
C. Round to the nearest tenth.
1. 0.45 ______________________
2. 8.26 ______________________
3. 24.37 ______________________
4. 65.384 ______________________
5. 450.986 ______________________

D. Round each decimal number to the nearest whole number and add or
subtract.
1. 55.6 Æ 2. 17.5 Æ
-31.8 Æ +8.5 Æ
3. 86.2 Æ 4. 66.3 Æ
+69.6 Æ -59.7 Æ
Part H
A. Line up the decimal fractions and add. Show all your work.
1. 15.6 + 22.4
2. 102.6 + 23.8
3. 4.13 + 21 + 6.5 + 6.25
4. $7.98 + $19.25 + 303.19
5. 0.635 + 4.5 + 0.80 + 16

B. Align these numbers and find the differences. Show your work.
1. 81.4 – 37.2
2. 47.6 – 23.8
3. 0.836 – 0.199
4. 8.23 – 1.15
5. 93.5 – 18.29
6. $482.16 – $195.42

Part I
A. Solve each problem. Show all your work and write a statement to answer
each question.
Use the road map to answer problems 1, 2, and 3.
Knox Junction
51
.8
km
km
16
.2
41
Carson
Johnson
City
5
km
27
.5
2
.5
6
km
N
Forest
Grove
1. How far is it from Carson to Johnson City if you go through Forest

Grove?
Statement: _____________________________________________________
_______________________________________________________________

2. How far is it from Carson to Johnson City if you go through Knox
Junction?
Statement: _____________________________________________________
_______________________________________________________________
3. What is the total distance if you started at Knox Junction and visited all
the other cities before returning to Knox Junction?
Statement: _____________________________________________________
_______________________________________________________________

Use the menu below to answer problems 4 and 5.
Hamburger $ 1.80
Chicken Burger $ 2.40
Hot Dog $ 1.35
French Fries $ 1.15
Ice Cream 65¢
Cola small 75¢ med. 95¢ large $1.15
Milk small 90¢ med. $1.10 large $1.35
4. Frankie ordered a chicken burger, fries, and a large milk. How much
did she spend?
Statement: _____________________________________________________
_______________________________________________________________
5. How much would 2 hot dogs, a medium cola, and 2 ice cream cost?
Statement: _____________________________________________________
_______________________________________________________________

6. Rewrite the decimal fractions as common fractions.
1. 0.025 = _______ 4. 0.08 = _______
2. 0.8 = _______ 5. 0.090 = _______
3. 0.501 = _______ 6. 0.90 = _______

Survive Math 5
Practice Sheets
Survive Math 5 | Fractions and Decimals Practice Sheet 131

132 Practice Sheet Fractions and Decimals | Survive Math 5
Lesson
Lesson 1
Representing Fractions—Parts of a Whole 1
It’s Your Turn
A. Shade the number of equal parts to show each fraction.
Example:
3
(3 of the 10 parts shown are shaded.)
10
1. 2.
3 1
8 4
3. 4.
4 8
6 10
5. 6.
1 3
2 5

Lesson
B. Write the fraction in numbers and words for each question.
Example:
1
2
two fourths (2 of the 4 parts are shaded.)
4
1. 2.
3. 4.
5. 6.

Lesson
C. Write each fraction in words.
1.
3
2.
2
1
4 3
1 5
3. 4.
2 8
2 9
5. 6.
5 10
D. Write each fraction in numbers.
1. one quarter ________ 2. three eighths _______
3. five sixths __________ 4. one third ___________
5. one half____________ 6. six tenths ___________
Challenge Yourself
A. Draw a picture and colour each of the fractions named.
1 3
1. of a circle 2. of a circle
2 8
2 1
3. of a rectangle 4. of a square
3 4
9 4
5. of a rectangle 6. of a circle
10 6

Lesson
B. Write a fraction for each shaded part of the diagrams. Use both
numbers and words to complete your answers.
1
5
Example: five-sixths
6
1. 2.
3. 4.

Lesson
Lesson 2
Fractions of a Set 2
Warm-Up
A. Look at the following diagrams. Remember the numerator

shows the part that you are asked to represent. What fraction
of each shape is shaded?
1.
2.
3.
4.

Lesson
B. Draw a set of squares to show these fractions.
1.
3
=
2
7
4
2. =
5
4
3. =
9
2
4. =
5
5
5. =
8

Lesson
It’s Your Turn
Part A
2
Read these problems.
1. Edward passes a number of telephone poles on his way to the

park. He uses the poles to tell what fraction of the distance he
has traveled. Look at each number line and write the fraction of
the trip Edward has completed.
a.
E.
b.
E.
c.
E.

Lesson
2. What fraction of the distance has Jennifer traveled from her

home to her friend’s home?
2
a.
J.
b.
J.
c.
J.

Lesson
Part B
Here are all the names of the students who worked on a group Art
project.
2
Bob Jamie Tod Sean Clive
Lance Lonnie Lori Jasmine Karen
1. What fraction of the students have the letter O in their name?
_________
2. What fraction of the students have only 3 letters in their name?
_________
3. What fraction of the students have 7 letters in their name?
_________
4. What fraction of the students have names beginning with L?
_________
5. What fraction of the students have 5 letters in their name?
_________

Lesson
Challenge Yourself
Know your country! Look at the map of the 10 provinces of Canada
and answer the following questions.
2
Artic
Ocean
Canada
Alaska
Baffin Bay
Yukon
Northwest Nunavut
Territories
Newfoundland
and Labrador
Hudson
Bay
British
Columbia
Manitoba
Quebec
Alberta
Pacific Prince
Ontario Edward
Ocean
Island
Saskatchewan
Nova Scotia
New Brunswick
Atlantic
USA Ocean
1. What fraction of the provinces touch either the Pacific or Atlantic

Ocean?
_________
2. What fraction of the provinces do not touch either the Pacific or

Atlantic Ocean?
_________
3. Which letter do more provinces start with?
_________

Lesson
What fraction is this?
_________
2
4. What fraction of the provinces have more than 1 word in their
official name?
_________
5. What fraction of the provinces share a land border with the

United States?
_________

Lesson

Lesson
Lesson 3
Equivalent Fractions 3
Warm-Up
On the number lines below, write the fraction that represents each
of the lettered points.
1.
A
2.
B
3.
C
4.
D
5.
E

Lesson
It’s Your Turn
A. Fill in the missing numbers to make equivalent (equal)

3
fractions.
Example:
1 ? 2
=
3 6 6
1. 2.
2 4
= =
4 8 5 10
3. 4.
3 1
= =
6 2 4 8

Lesson
B. Complete the following equivalent fractions. If necessary, you

can use the diagram from Part A to help you answer these
questions.
3
5 3
1. = 2. =
10 2 4 8
1 2
3. = 4. =
2 4 3 6
Challenge Yourself
Complete these equivalent fractions.
4 2
1. = 2. =
5 10 4 8
6 3
3. = 4. =
10 5 6 2
6
5. =
12 4

Lesson

Lesson
Lesson 4
Comparing Fractions 4
Warm-Up
Use <, =, or > to compare the following numbers.
1. 991 ___________ 919
2. 10 010 ___________ 10 100
3. $0.20 ___________ $2.00
4. 57 994 ___________ 57 994
5. 50 000 + 500 ___________ 50 000 + 50 + 5
It’s Your Turn
A. Use > or < to complete each statement.
3 1 4 3
1. 2.
4 4 5 5
1 3 8 9
3. 4.
8 8 10 10
7 6 10 1
5. 6.
8 8 10 10
0 1 1
7. 8. 1
6 6 2

Lesson
B. Divide the strips into the indicated fractions. Shade the fraction
strips to make the true statement.
4
Example: 3 1
and
4 4
Step 1: Divide each figure into fourths.
Step 2: Shade each strip to make the fractions shown.
3 1
4 4
Step 3: Complete the statement using > or <.
3 1
>
4 4
1.
7 9
10 10
2.
2 1
3 3

Lesson
3.
4 3
4
5 5
4.
3 5
6 6
Challenge Yourself
Fraction Problems. Read each problem carefully and then write the
fraction that tells what is left.
3
1. Jennifer gave of her doll collection to her younger sister.
4
What fraction of the doll collection did Jennifer still have?
______________
3
2. Boys make up of the students on the bus.
10
What fraction of the students are girls?
______________
8
3. Jack spent of a dollar. What fraction of the dollar was left?
10
______________
1
4. Three boys ate a pizza. How much of the pizza was left?
2
______________

Lesson

Lesson
Lesson 5
Review 5
It’s Your Turn
A. Colour the correct number of parts to show each fraction

below.
1.
3
5
2.
2
6
3.
3
4
B. Write each fraction in words.
1 3
1. 2.
2 4
8 6
3. 4.
10 8

Lesson
C. Write each fraction in numbers.
1. one eighth _________ 2. two thirds __________

5
3. five sixths __________ 4. three fourths ________
D. Draw and shade the following sets.
1
Draw 4 squares and shade of the squares.
4
1
1. Draw 3 circles and shade of the circles.
3
4
2. Draw 5 rectangles and shade of the rectangles.
5
2
3. Draw 6 triangles and shade of the triangles.
6
1
4. Draw 2 happy faces and shade .
2

Lesson
E. Write two equivalent fractions for the shaded parts in each

shape.
5
Example:
3 of the 4 – sized rectangles are shaded.

6 3
=
8 4 – sized squares are shaded.
6 of the 8
1. 2.
3. 4.
5. 6.

Lesson
F. Complete the following equivalent fractions.
1.
3
= 2.
1
=
5
5 10 2 8
4 1
3. = 4. =
6 3 4 8
8 3
5. = 6. =
10 5 6 2
G. Shade the fraction strips to match the fractions shown in each

rectangle.
Example:
1 2
<
3 3
1.
4 2
>
5 5
2.
7 9
<
10 10
3.
5 7
<
8 8

Lesson
H. Write < or > to complete each statement.
1.
7 9
2.
6 4
5
10 10 8 8
0 3 9 1
3. 4.
4 4 9 9

Lesson

Lesson
Lesson 6
Introducing Decimals 6
Warm-Up
Write the number for each fraction.
1. three fifths _________________
2. one half _________________
3. nine tenths _________________
4. one eighth _________________
5. five tenths _________________
6. one fifth _________________
7. two thirds _________________
8. two sixths _________________
9. seventy hundredths _________________
10. seven eighths _________________

Lesson
It’s Your Turn
A. Write a common fraction and a decimal fraction for the shaded

6
parts of each diagram.
1. 2.
3. 4.
5. 6.

Lesson
B. Write each of the decimal fractions below as a common

fraction.
Example: 0.5 =
5
6
10
three tenths = 0.3
1. one tenth _______________________
2. 0.1 _______________________
3. 0.7 _______________________
4. five tenths _______________________
5. nine tenths _______________________
6. 0.8 _______________________
C. Write each common fraction below as a decimal fraction.
1
Example: = 0.1
10
seven tenths = 0.7
1. eight tenths ______________________
2. two tenths ______________________
3
3. ______________________
10
9
4. ______________________
10
5. six tenths ______________________
6. five tenths ______________________

Lesson
Challenge Yourself
Measuring a Tenth of a Centimetre

6
Metric units are always expressed (written) as a decimal.
There are 10 millimetres in 1 centimetre.
Therefore, 1 millimeter = 1/10 cm.
A B CD
01 1
millimetre centimetre
1 millimetre = 0.1 centimetre
Write the following millimeters as centimeters.
1. 3 millimetres = ___________ centimetres
5. What would 10 millimetres be equal to? ________________

Lesson
Lesson 7
More About Decimals 7
Warm-Up
A. Write the following as numerals.
1. seven thousand six hundred five _______________________
2. forty thousand two hundred _______________________
3. nine hundred twenty-three _______________________
4. eight thousand one _______________________
5. sixty-eight thousand _______________________
B. Write in word form.
4200 ___________________________________________________
69 000 _________________________________________________
507 ____________________________________________________
30 000 _________________________________________________
406 000 ________________________________________________

Lesson
It’s Your Turn
A. Write the decimal fraction that represents the shaded part of

7
each of the following diagrams.
1.
_____________________________________________________
2.
_____________________________________________________
3.
_____________________________________________________

Lesson
4.
7
____________________________________________________
B. Write the rule that determines which place on the right side of
the decimal point a number will be written for the following:
1. tenths_______________________________________________
____________________________________________________
____________________________________________________
2. hundredths _________________________________________
____________________________________________________
____________________________________________________
3. thousandths _________________________________________
____________________________________________________
____________________________________________________

Lesson
C. Write the following as decimal fractions.
1. eight tenths _________________________________________

7
2. six hundred and nine hundredths ______________________
3. two thousandths _____________________________________
4. seven and fifty-one hundredths ________________________
5. forty-four thousandths ________________________________
6. five hundred and seven thousandths ____________________
D. Write the following decimal fractions as words.
1. 0.8 _________________________________________________
2. 0.03 ________________________________________________
3. 0.004 _______________________________________________
4. 5.36 ________________________________________________
5. 2000.150____________________________________________
____________________________________________________

Lesson
Lesson 8
Making Equivalent Decimals 8
Warm-Up
Write the following numerals using zeros as place holders.
1. 3 tens ______________________
2. 700 hundreds ______________________
3. 90 thousands ______________________
4. 800 tens ______________________
5. 610 hundreds ______________________
6. 20 thousands ______________________
7. 191 thousands ______________________
8. 3910 tens ______________________
It’s Your Turn

Write equivalent decimal numbers for each of the following
decimals.
A. Show as tenths:
1. 0.30 ______________________
2. 0.200 ______________________
3. 5.600 ______________________
4. 0.900 ______________________
5. 3498.00 ______________________
6. 679 ______________________

Lesson
B.
1.
Show as hundredths:
0.3 ______________________
8
2. 0.9 ______________________
3. 0.890 ______________________
4. 67.8 ______________________
5. 19.2 ______________________
6. 3891 ______________________
C. Show as thousandths:
1. 0.03 ______________________
2. 0.9 ______________________
3. 0.07 ______________________
4. 43.1 ______________________
5. 391 ______________________
6. 4.20 ______________________

Lesson
Challenge Yourself
A. Circle the greater decimal in each pair.

8
1. 0.46 or 0.37 4. 2.70 or 2.07
2. 3.06 or 4.02 5. 0.22 or 0.06
3. 0.18 or 0.72 6. 7.60 or 7.51
B. John said that 1.40 is greater than 1.4 because 40 is greater

than 4. Is he correct? Use pictures to support your answer.

Lesson

Lesson
Lesson 9
Fractions and Decimals Greater than 1 9
Warm-Up
A. Shade the number of parts in each diagram to match the

fraction beside it.
1.
four tenths
2.
0.7
3.
0.9

Lesson
B. Write the decimal fraction for each of the following fractions.
1.
6
9
10
8
2.
10
3
3.
10
4
4.
10
1
5.
10
7
6.
10
0
7.
10
9
8.
10
It’s Your Turn

Part A
A. Write a decimal fraction and a common fraction for the

coloured parts in each of the diagrams.
Example:
3
1 1.3
10

Lesson
1.
9
2.
3.
4.

Lesson
Part B
A. Write these decimals in words.

9
Example: 2.6 two and six tenths
1. 4.1 _____________________________________
2. 11.9 _____________________________________
3. 10.2 _____________________________________
4. 1.5 _____________________________________
5. 5.8 _____________________________________
B. How many ones and tenths are in each of these fractions.
15
Example: 1 one and 5 tenths
10
17
1. ones tenths
10
21
2. ones tenths
10
32
3. ones tenths
10

Lesson
C. Count by tenths
Example: 0.5 to 1.1 0.5, 0.6, 0.7, 0.8, 0.9, 1, 1.1

9
1. From 0.4 to 0.9 __________________________________
2. From 0.9 to 1.4 __________________________________
3. From 1.9 to 2.3 __________________________________

Lesson

Lesson
Lesson 10
Value
10
Warm-Up
Write the value of each of the underlined digits.
Example: 417 623 7000
1. 14 235 ______________________
2. 86 301 ______________________
3. 114 265 ______________________
4. 7065 ______________________
5. 178 290 ______________________
6. 454 154 ______________________
7. 1 001 321 ______________________
8. 2 751 345 ______________________

Lesson
It’s Your Turn
A. Write each number as a decimal in standard form.

10
Example: two and sixty hundredths 2.60
1. four and seven tenths ____________________
2. eleven and forty-two hundredths ____________________
3. seven hundredths ____________________
4. nine tenths ____________________
B. Write the value of the underlined digit as a decimal and as a

fraction.
Example: 7.15
1
1 = 0.1 and
10
1. 12.16 ______________________
2. 8.27 ______________________
3. 19.75 ______________________
4. 61.05 ______________________

Lesson
C. Use the place value chart for each number and put each
number into its correct position on the chart.
Example: 16.45
10
1 6 . 4 5
≠
place the decimal point on the chart

1. 8.45
2. 12.07
3. 9.60

Lesson
1. 17.42 ______________________
10
2. 11.75 ______________________
3. 6.09 ______________________
4. 14.06 ______________________
5. 20.70 ______________________
6. 46.41 ______________________
E. Write < (less than) or > (greater than) to complete each

number statement below.
1. 0.21 ____ 0.12 6. 99.002 ____ 98.763
2. 3.16 ____ 4.99 7. 11.310 ____ 11.301
3. 17.21 ____ 7.89 8. 5.005 ____ 5.050
4. 13.01 ____ 13.00 9. 783.90 ____ 784.90
5. 619.444 ____ 691.444 10. 20.016 ____ 20.106

Lesson
Challenge Yourself
A. Write an equivalent decimal for each of the given decimals

10
below.
Example: 1.70 Æ 1.7
1. 7.70 __________ 2. 3.4 __________
3. 17.8 __________ 4. 2.3 __________
5. 19.90 __________ 6. 25.60 __________
B. Order from least to greatest.
1. 0.034 0.043 0.039 0.304 0.344
____________________________________________________
2. 392.01 391.02 390.99 392.21 391.22
____________________________________________________
C. Order from greatest to least.
1. 79.41 178.41 77.04 79.14 79.07
____________________________________________________
2. 0.002 0.012 0.200 0.120 0.001
____________________________________________________

Lesson
10

Lesson
Lesson 11
Ordering Decimals 11
Warm-Up
A. Complete the chart below by filling in the common fraction

and decimal fraction for each of the numbers given.
Number Common Fraction Decimal Fraction
12
1.
10
23
2.
10
38
3.
10
26
4.
10
17
5.
10
10
6.
10

Lesson
It’s Your Turn
A. Place each of the following decimals on the number line.

11
Example: 1.3
1.3
0 1 2
1. 3.9 2. 0.6 3. 4.7
4. 1.4 5. 2.8 6. 4.2
0 1 2 3 4 5
B. Order each group of numbers from least to greatest.
1. 4.2, 0.4, 2.1 2. 7.9, 7.1, 8.2
_______________________ ________________________
3. 5.3, 6, 5.5, 6.1 4. 6.8, 7, 7.3, 7.1
_______________________ ________________________
5. 2.3, 1, 0.7, 1.6, 1.9 6. 3.0, 4.1, 3.9, 4.0
_______________________ ________________________

Lesson
Challenge Yourself
Order each group of numbers from the greatest to the least.

11
1. 7.2, 2.7. 0.7, 7.8, 7.1
________________________________________________________
2. 0.9, 9.0, 9.9. 9.1, 9.6
________________________________________________________
3. 10.1, 10.6, 10, 10.9, 11.2
________________________________________________________
4. 5.1, 7.3, 8.3, 0.9, 4.8, 3.7
________________________________________________________

Lesson
11

Lesson
Lesson 12
and Nearest One
12
Warm-Up
Round each number to the nearest 100.
1. 695 ______________________
2. 1065 ______________________
3. 11 290 ______________________
4. 4080 ______________________
5. 17 555 ______________________
6. 101 623 ______________________
7. 145 051 ______________________
8. 77 777 ______________________
It’s Your Turn
A. Fill in the missing whole numbers.
1. 5.7 is between __________ and __________
2 13.01 is between __________ and __________
3. 15.75 is between __________ and __________
4. 6.75 is between __________ and __________
5. 9.01 is between __________ and __________

Lesson
B. 1. What place do you check when rounding to the nearest

tenth?
____________________________________________________
12
2. What place do you check when rounding to the nearest
one?
____________________________________________________
C. Circle the correct answer from the 2 given with each question.
Use your rounding skills.
Example: 7.12 is closer to 7 and 1 tenths or 7 and 2 tenths
1. 2.56 is closer to 2 and 5 tenths or 2 and 6 tenths
2. 4.07 is closer to 4 and 0 tenths or 4 and 1 tenth
3. 7.73 is closer to 7 and 7 tenths o 7 and 8 tenths
4. 9.60 is closer to 9 and 6 tenths or 9 and 7 tenths
5. 9.96 is closer to 9 and 9 tenths or 10
D. Round these numbers to the nearest tenth.
1. 6.44 ______________________
2. 17.19 ______________________
3. 123.861 ______________________
4. 440.959 ______________________

Lesson
E. Round these numbers to the nearest one.
1. 4.3 ______________________
12
2. 18.2 ______________________
F. Circle the winner of each race after rounding each person’s

time to the nearest tenth. If there is a tie, circle both answers.
Remember that in races the winner is the person with the

smallest number—the fastest time.
Example: Jack 8.75 Frank 8.73

Rounded: Jack 8.8 Frank 8.7
Race 1 Phil – 12.62 Lois – 12.54
_________ _________
Race 2 Bob – 8.62 Brock – 8.56
_________ _________
Race 3 Mary – 9.74 Sylvia – 9.75
_________ __________
Race 4 Arlene – 10.07 Freda – 10.01
__________ __________
Which race, decided by the nearest tenth, do you think was an

unfair way to decide the race? Why?
________________________________________________________
________________________________________________________

Lesson
12

Lesson
Lesson 13
and Estimating Sums and Differences With
13
Decimals
Warm-Up
Round each number to the nearest ten and then add the numbers.
Do this in your head if possible.
Example: 23 + 32 + 17 Æ 20 + 30 + 20 = 70
1. 32 + 38 = ______________________
2. 27 + 32 + 12 = ______________________
3. 42 + 27 + 22 = ______________________
4. 68 + 29 + 45 = ______________________
5. 18 + 17 + 22 + 37 = ______________________

Lesson
It’s Your Turn
A. Look at the rulers below. Notice the arrow on the top of each
13
one of them. Write the actual distance from the beginning of the
ruler to the arrow. Now round off each distance to the nearest
centimetre.
1.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
centimetres
Actual: cm Rounded: cm
2.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
centimetres
3.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
centimetres
4.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
centimetres

Lesson
B. Round off each money amount to the nearest dollar.
1. $7.70 ______________________
13
2. $0.30 ______________________
3. $4.50 ______________________
4. $3.04 ______________________
C. Estimate the sums by rounding each number to the nearest

whole number and then adding.
Example: 4.2 Æ 4
+5.6 Æ +6
10
1. 7.6 Æ
+9.1 Æ
2. 12.8 Æ
+21.9 Æ
3. 7.2 Æ
+16.1 Æ
4. 48.7 Æ
+73.2 Æ

Lesson
D. Estimate the differences by rounding each number to the

nearest whole number and then subtracting.
Example: 16.3 Æ 16
13
-4.2 Æ -4
12
1. 12.3 Æ
-8.2 Æ
2. 15.7 Æ
-11.2 Æ
3. 51.4 Æ
-7.9 Æ
4. 127.5 Æ
-64.4 Æ

Lesson
Challenge Yourself
Try comparing decimal fractions that are written to different place
values. Remember you’ve learned that zero can be a place holder in
13
decimal fractions.
Look at these examples.
0.730 0.71 0.728 0.70
You can easily compare these numbers to find which is greater or

less by writing them all out to the thousandths place by adding
zeros. Like this:
0.730 0.710 0.728 0.700
Now look from left to right to place the number in order from least
to greatest.
0.700 0.710 0.728 0.730
Now it’s your turn. Write each of the following decimals to the
thousandths place by adding zeros where needed.
34.06 34.061 34.60 34.6
______ ______ ______ ______
You can see that 34.60 and 34.6 have the same value and are
greater than 34.06 and 34.061.
Remember to add zeros to help you answer the following sets of

questions.

Lesson
A. Circle the number in each group that has the greatest value.
1. 0.291 2. 32.9 3. 767.998

13
0.29 32.09 767.989
0.295 33.1 689.99
0.3 33.00 768.09
0.099 32.909 768.1
B. Write <, >, or = to complete each statement.
1. 45.677 ____ 45.6
2. 0.001 ____ 0.10
3. 23.009 ____ 23.09
4. 9.455 ____ 9.54

Lesson
Lesson 14
Adding Decimal Fractions 14
Warm-Up
A. Line up the following sets of decimal fractions so the decimal

points are in a vertical (straight up and down) line. Use zeros
as place holders if necessary.
1. 34.15 600 0.051 6.18 9.136
2. 481.2 13 619.51 0.002 1732
3. 14.900 6.84 0.05 182.13 72

Lesson
B. Can you complete these questions in 1 minute? Ask an adult to

time you.
14
1. 2 2. 4 3. 6 4. 5
+3 +5 +5 +8
5. 8 6. 6 7. 10 8. 1
+8 +4 +7 +4
9. 5 10. 5 11. 3 12. 6

+0 +5 +2 +7
13. 4 14. 6 15. 5 16. 6

+4 +6 +9 +2
17. 7 18. 3 19. 8 20. 7

+8 +1 +9 +5
21. 9
+9

Lesson
It’s Your Turn
A. Use the number line to help you find the sums.

14
Example: 0.4 + 0.4 = 0.8
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8
or
10
1. 0.2 + 0.4 = __________ 2. 0.7 + 0.3 = __________
3. 0.6 + 0.5 = __________ 4. 0.8 + 0.9 = __________
B. Add these questions.
1. 0.2 2. 2.9 3. 27.2 4. 21.6

+0.7 +3.5 +47.9 75.2
+49.2
C. Line up (align) the decimal points and then add each of the
following questions.
1. 14.5 + 5.3 2. $12.38 + $1.89 + $43.98

Lesson
3. 6.2 + 14.6 4. 8.403 + 12 + 3.98

14
5. 33.9 + 41.2
D. Solve each problem. Show all your work and then write a
statement to answer each question.
1. Jenny jogged 6.2 km (kilometers) on Saturday and 4.8 km

on Sunday. How far did she jog on the weekend?
Statement: __________________________________________
____________________________________________________

Lesson
2. In a jumping contest the judges combined the best three

jumps of each contestant. If Laurie had jumps of 1.3m,
1.6m, 1.7m, and 1.6m, what was her combined score?
14
Statement: __________________________________________
____________________________________________________
Challenge Yourself
Take out your calculator. Here are some activities to help you
discover how decimal fractions are recorded on it.
When you enter numbers on a calculator, it is not necessary to

press the 0 to the left of the decimal unless it is a whole number
place holder (such as 40). The calculator does it for you.
• Press .96 on your calculator. Remember, you don’t need to
press 0.96, just .96.
• Now add one hundredth (0.01) to .96. Press the equal sign.
• Your calculator should read 0.97. Continue adding 0.01. Don’t
forget to press = and then + each time.
What do you notice when you reach 1.00?
You will notice that your calculator probably reads 1. with no zeros.
Many calculators do not display end zeros in a decimal answer.
Try another number:

Press 23.248 on your calculator.

Lesson
Now add one thousandth (.001)

Your calculator should show 23.249.
Continue adding .001.
14
What happens when you reach 23.250?
Your calculator should read 23.25 instead of 23.250.
Now use your calculator to add the following sets of decimal

numbers.
1. 19.35 + 18.645 = _______________________
2. 84 + 0.03 + 16.81 = _______________________
3. 93.186 + 4 + 3.027 + 91.5 = _______________________
4. 86.3 + 19.85 + 4.27 + 5.007 = _______________________
Solve this problem.
Karli and her brother Barry entered their pumpkins in the Fall Fair.
Karli’s pumpkin weighed 13.512 kg. Barry’s pumpkin weighed 9.7
kg. What were the combined weights of the 2 pumpkins?
Statement: __________________________________________________
____________________________________________________________

Lesson
Lesson 15
Subtracting Decimal Fractions 15
Warm-Up
A. Can you answer these in one minute? Ask an adult to time

you.
1. 8 2. 7 3. 6 4. 10
-5 -1 -6 -4
5. 11 6. 14 7. 13 8. 15
-7 -8 -9 -8
9. 17 10. 14 11. 11 12. 10

-9 -6 -5 -7
13. 8 14. 12 15. 14 16. 12

-0 -9 -9 -7
17. 15 18. 11 19. 16 20. 17

-6 -6 -9 -8
21. 18
-9

Lesson
B. Review your regrouping skills by subtracting these whole

numbers.
1. 459 2. 3964 3. 9733

15
-389 -1892 -4819
4. 6051 5. 9205
-3944 -3856
It’s Your Turn
A. Use the number line to help you find the differences.
Example: 0.9 – 0.4 = 0.5
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8
or
1.0
1. 0.5 – 0.2 = ________ 2. 0.8 – 0.6 = ________
3. 1.0 – 0.3 = ________ 4. 1.4 – 0.9 = ________
5. 1.7 – 1.2 = ________ 6. 1.3 – 1.2 = ________
B. Subtract.
1. 459 2. 3964 3. 9733

-389 -1892 -4819

Lesson
4. 6051
-3944
5. 9205
-3856 15
C. Align these numbers and find the differences.
1. $284.16 – $103.79
2. 423.1 – 16.5
3. 18 – 9.37
D. Round each decimal to the nearest one and estimate the

differences. Find the exact differences to check your estimates.
Show your estimation.
1. 34.5 2. 17.4
-23.6 -10.7
3. 23.50 4. 431.25
-19.78 -330.55

Lesson
Challenge Yourself
A. Complete these questions using your calculator.

15
1. 6.902 – 4.500 = __________
2. 5.120 – 5.034 = __________
3. $954.89 – $132.45 = __________
4. 98.756 – 0.510 = __________
B. Use your calculator to help solve these problems.
1. Al completed a 10 km run in 45.61 min. His brother Chris

completed the same run in 43.19 min. Which brother won
the race and by how much?
Statement: __________________________________________
____________________________________________________

Lesson
2. Janice bought a sweater priced at $37.89. She received a

sale discount of $6.78 and then was charged $1.87 tax.
What did Janice pay for the sweater?
15
Statement: __________________________________________
____________________________________________________

Lesson
15

Lesson
Lesson 16
Decimal Dollars 16
Warm-Up
Write the following money amounts in standard notation.
Example: One quarter less than $12 = $11.75
1. a dime more than $5.50 ______________________
2. a cent less than $10 ______________________
3. a quarter more than $8.85 ______________________
4. double $14.20 ______________________
5. 3 nickels more than $7.70 ______________________
1
6. of $16.50 ______________________
2
It’s Your Turn
A. Write each money amount as a decimal. Use dollar signs in

your answers. The first one is done for you.
1. 58¢ $0.58 2. 72¢ __________
3. 91¢ __________ 4. 131¢ __________
5. 304¢ __________ 6. 210¢ __________

Lesson
B. Write each money amount using a dollar sign.
Example: 64¢ Æ $0.64

16
1. 52¢ _________________________________________________
2. one dollar and 16 cents _______________________________
3. 12¢ _________________________________________________
4. eight dollars and 6 cents ______________________________
5. twelve dollars and nineteen cents ______________________
6. 17¢ _________________________________________________
7. 7 dollars and twenty cents_____________________________
8. 2¢ __________________________________________________
C. Use <, >, or = to compare each of the pairs of money amounts

below.
1. $9.01 _____ $8.77 2. $0.65 _____ $0.60
3. $12.09 _____$12.90 4. $16.99 _____ $17
D. Write the following money amounts as a decimal amount using

a dollar sign.
Example: 3 dollars more than $1.57 Æ $4.57
1. 3 dimes more than 47¢ ____________________
2. 2 dollars less than $2.50 ____________________
3. 8 dimes more than $0.96 ____________________

Lesson
Challenge Yourself
Use decimal numbers to count up to the thousandths place. 16
What do you notice in the following examples of counting using
decimal numbers? (Three dots after a number means and so on, in
the same manner.)
61.499 61.500 61.501 61.502 61.503 61.504 ...
0.002 0.003 0.004 0.005 0.006 0.007 0.008 0.009 0.010 ...
4.97 4.98 4.99 5.00 5.01 5.02 5.03 5.04 ...
You should have noticed that decimal fractions (the number written
to the right of the decimal point) continue in the same order as
whole numbers. The difference is that you are counting in tenths,
hundredths, thousandths and so on.
When a decimal number reaches 10, or 100, or 1000 (tenths, one

hundred hundredths, one thousand thousandths), it forms a whole
number.
For example: 4.99 5.00 5.01 …

or
0.998 0.999 1.000 …
Try the following counting activities.
A. Keep the same decimal place value and write the decimal
fraction that comes before.
1. __________ 14.70
2. __________ 2.300
3. __________ 0.050
4. __________ 0.600

Lesson
B. Keep the same decimal place value and write the decimal
fraction that comes after.
1. 6.99 ______________________
16
2. 21.099 ______________________
3. 0.999 ______________________
4. 35.19 ______________________
C. Count by hundredths.
1. 1.39 ________ ________ ________ ________
2. 25.99 ________ ________ ________ ________
D. Count by thousandths.
1. 9.999 ________ ________ ________ ________
2. 0.349 ________ ________ ________ ________

Lesson
Lesson 17
Estimating Dollar Sums and Differences 17
Warm-Up
A. Round each number below to the nearest whole number.
1. 7.3 __________ 2. 4.0 __________
3. 6.4 __________ 4. 19.4 __________
5. 76.7 __________ 6. 99.2 __________
7. 5.9 __________ 8. 29.6 __________
9. 27.5 __________ 10. 199.8 __________
B. Round each number below to the nearest ten.
1. 17 __________ 2. 65 __________
3. 174 __________ 4. 202 __________
5. 74 __________ 6. 6 __________
7. 182 __________ 8. 235 __________

Lesson
It’s Your Turn
A. Estimate the sums below by rounding each number to the

17
nearest dollar and then adding.
1. $25.25 Æ 2. $99.95 Æ
+49.95 Æ +15.95 Æ
3. $24.95 Æ 4. $149.00 Æ
+24.15 Æ +199.95 Æ
B. Estimate the differences below by rounding each number to

the nearest dollar and subtracting.
1. $6.50 Æ 2. $10.95 Æ
-2.10 Æ -5.15 Æ
3. $28.30 Æ 4. $11.65 Æ
-13.80 Æ -10.95 Æ
5. $8.62 Æ 6. $145.10 Æ
-7.31 Æ -144.95 Æ

Lesson
C. Estimate the sums below by rounding each number to the

nearest $10 and adding.
Example: $22.95 Æ $20

17
51.05 Æ 50
+66.22 Æ +70
$140
1. $72.95 Æ
16.95 Æ
+32.95 Æ
2. $11.95 Æ
42.25 Æ
+67.15 Æ
3. $80.95 + $62.40 + $74.60 =
4. $103.45 + $37.95 + $ 128.50 =

Lesson
D. Solve each problem. Show all your work in the box and write a
statement to answer each question.
1. The price of a basketball is reduced from $39.99 to

17
$27.90. Estimate how much is saved when the basketball
is bought at the sale price.
Statement: __________________________________________
____________________________________________________
2. Kelly has $121.15 in the bank. She wants to buy a new

mountain bike for $299.95. Estimate how much more
money Kelly needs in order to buy the bike.
Statement: __________________________________________
____________________________________________________

Lesson
Challenge Yourself
Think of an answer for each set of directions.

17
1. Name two decimal fractions whose sum is approximately 7.
2. Name two decimal fractions whose sum is closer to 1 than 2.
3. Write two decimal fractions whose difference is

approximately 4.
4. Write two decimal fractions whose difference is between

2 and 3, but closer to 3.

Lesson
17

Lesson
Lesson 18
Adding and Subtracting Dollars and Cents 18
Warm-Up
A. Line up each set of decimals and add.
1. 6.6 + 3.2 = _______________________
2. 9.5 + 7.2 = _______________________
3. 8.6 + 7.8 = _______________________
4. 6.7 + 3.2 + 9.5 = _______________________
5. 6 + 3.2 + 7.4 = _______________________
6. 78.6 + 7.2 + 15.9 = _______________________
B. Line up each set of decimals and subtract.
1. 7.2 – 5.1 = _______________________
2. 6.8 - 4.2 = _______________________
3. 14.7 – 10.5 = _______________________
4. 12.2 – 9.8 = _______________________
5. 24.6 – 18.8 = _______________________
6. 27.6 – 19.5 = _______________________

Lesson
It’s Your Turn
A. Add the following sums of money. Remember your dollar

18
signs.
1. $1.24 2. $0.69 3. $2.75

+2.43 +3.75 +4.75
4. $87.10 5. $25.25 6. $43.85

+15.25 +50.65 +42.15
B. Line up the dollar amounts and add.
1. $8.15 + $2.20 = _______________________
2. $4.15 + $15.65 = _______________________
3. $5.55 + $6.45 = _______________________
4. $42.11 + $99.50 = _______________________
5. $2.20 + $7.15 + $5.70 = _______________________
6. $42.15 + $7.50 + $65.15 = _______________________

Lesson
C. Subtract. Remember your dollar signs.
1. $6.50
-3.25
2. $8.50
-1.70
18
3. $7.00 4. $20.45
-2.99 -14.95
D. Line up the dollar amounts and subtract.
1. $4.10 - $1.05 = ____________
2. $8.60 - $4.90 = ____________

Lesson
Challenge Yourself
Solve each problem. Show all work and write a statement to
answer each question.
18
1. John could only buy the three cheapest items from the
selections below. What were the items, and how much did
they cost altogether?
Statement: __________________________________________
____________________________________________________

Lesson
2. Myrna had $20. She wanted to buy 3 pairs of socks. Each

pair cost $6.99. Does Myrna have enough money? Explain
your answer.
18
Statement: __________________________________________
____________________________________________________
3. Jill has 10 coins in her purse. The coins are quarters and
dimes. The value of the coins is $1.15. How many dimes
does Jill have? Use the table to help solve the question.
Number of Value Number of Value Total

dimes quarters

Lesson
18

Lesson
Lesson 19
Mixed Numbers—Ones, Tenths, Hundreds 19
Warm-Up
Use <, >, or = to compare each pair of numbers.
1. eleven hundredths 0.17

Remember!
2. 0.55 ____ six tenth 0.4 = 0.40
3. 0.43 ____ 0.5
80 73
4. ____
100 100
5. 0.5 ____ 0.50
6. twenty-one hundredths ____ 0.2

4 tenths =
4 hundredths
7. ninety-five hundredths ____ 1
8. 8 tenths ____ seventy-seven hundredths

Lesson
It’s Your Turn
A. Write each decimal number in standard form.

19
Example: six and 2 tenths 6.2
Remember!
Ones Tenths Hundredths
1. ten and eight tenths ___________
2. five and thirteen hundredths ___________
3. three and sixty hundredths ___________
4. seven and thirty-five hundredths ___________
5. eight and 9 tenths, 3 hundredths ___________
6. five and seven tenths, seven hundredths ___________

Lesson
B. Shade in the parts of each figure to match the decimal number

beside it.
19
1. 2.7
2. 1.38
3. 3.6
4. 1.05

Lesson
C. Write the decimal numbers in words.
Example: 6.05 six and five hundredths

19
1. 2.4 _____________________________________
2. 5.7 _____________________________________
3. 6.19 _____________________________________
4. 0.22 _____________________________________
5. 8.06 _____________________________________
6. 2.09 _____________________________________
Challenge Yourself
A. Compare each pair of decimals using <, >, or =.
1. 6.7 _________________ 6.07
2. 8.5 _________________ 8.53
3. 16.5 _________________ 16.5
4. 20.9 _________________ 20.89
5. 7.01 _________________ 7.1
B. Count by Tenths
Example: From 9.6 to 10.4:

9.6, 9.7, 9.8, 9.9, 10.0, 10.1, 10.2, 10.3, 10.4
1. From 6.8 to 7.3 _________________________________
2. From 19.6 to 20.1 _________________________________
3. From 0.8 to 1.2 _________________________________

Lesson
Lesson 20
Fraction
20
Warm-Up
Let’s use pennies as numerators for common fractions and one

dime (10 pennies) as the number for the denominator.
For example, if we have 3 pennies, we have 0.3 of one dime.
3
As a common fraction, this is written .
10
Remember that the bottom number of the fraction is called the

denominator. (In this case, the denominator is 10.)
The top number of the fraction is called the numerator. (In this case
the numerator is 3.)
Write the following as common fractions:
1. 2 pennies of one dime =
4. 1 penny of one dime =

Lesson
It’s Your Turn
Rename the decimal fractions as common fractions. Remember that

20
the place value of the decimal fraction determines the denominator
as 10, 100, or 1000.
1. 0.5 = 2. 0.03 =
3. 0.21 = 4. 0.04 =
5. 0.135 = 6. 0.052
7. 0.003 = 8. 0.156 =
9. 0.2 = 10. 0.349 =
11. 0.3 = 12. 0.12 =
13. 0.02 = 14. 0.7 =
15. 0.001 = 16. 0.123
17. 0.075 = 18. 0.335

Lesson
Challenge Yourself
Try this! You’ve learned to change decimal fractions into common
fractions. Now you will learn how to reduce fractions to the lowest
20
terms. When you do this the relationship between the numerator
and denominator has to stay the same.
For example: 60 cents = $0.60
60
As a common fraction this is written: 0.60 =
100
In that fraction both the numerator and denominator are large. You
need to find a number that will divide evenly into both parts of this
common fraction.
10 can be divided evenly into 60 and 100 to reduce the fraction.
6
Now the reduced fraction will read .
10
6
Can be reduced any further? Is there one number that will
10
divide evenly into both 6 and 10? Think about it.
2 will divide evenly into both 6 and 10.

6 divided by 2 = 3
6 3
10 divided by 2 = 5 so =
10 5
0.60 expressed as a common fraction in its lowest terms is:
60 6 3
= =
100 10 5
Remember that a lowest terms fraction is one where the terms
(numerator and denominator) represent smallest amounts. In the
following example, 1 is reduced from 2 in the numerator and 5 is
reduced from 10 in the denominator.
2
Example 1: 0.2 = Divide both terms by 2.
10
2 1
0.2 = =
10 5

Lesson
Example 2: 0.25 =
0.25 =
25
100
25
=
Divide both terms by 25
1
20
100 4
You need to find the largest number that will divide evenly into
both the numerator and the denominator.
Use your pennies to help regroup (reduce) the number in the

numerator. Remember the number of groups you use to regroup
your numerator must be the same number as you use to divide
(regroup) your denominator.
Set up ten pennies (ten cents) as your denominator and use your
pennies to reduce (regroup) the terms in the following. The first
question is done for you.
6 3 O OO O OO
1. =
10 5 OOOOO OOOOO
8 4
2. =
10 5
4 2
3. =
10 5
5 1
4. =
10 2

Games
Your child may enjoy playing the following commercially produced

games.
• Uno
• Yahtzee
• Racko
• Wizard
• Dominoes
• Skip Bo
You can also make up your own games or try the games that follow.
Fat Cat
Number of Players: 3 to 13. Best played by 4.
What You Need:

• a deck of cards
Cards:
Take out sets of four identical cards, with as many sets as there are
players. Sets are made of 4 Kings, 4 threes, 4 nines, etc. Three
players would use three sets (12 cards).
Deal:
Choose one player to shuffle the cards and deal four cards to each
player, one at a time.
How to Play:
1. After a player has looked at his or her cards, she or he places
one card face down, in front of the player to his or her left.
2. Each player picks up the card and adds it to her or his hand.
3. Continue to pass cards until one player has four cards of a set.
4. As soon as a player collects a set, he or she stops exchanging
and puts one hand on the top of her or his head.
5. Other players are to stop play and also put their hands on their
heads.
Survive Math 5 | Fractions and Decimals Games 233

6. The last player to do this becomes the "Fat Cat", loses the
game, and become the next dealer.
Scoring:
The first player to make a set 10 points
Last player “Fat Cat” 0 points
Remaining players 5 points
The first player to reach 50 points is the winner.
Ninety- Nine
Number of players: 3 to 5, but best for 4
Cards:
The cards are ranked from King down to Ace. Face cards count 10
each, ace 1, and other cards their face value.
Game Cards:
The 4, 9, 10 and King of each suit are known as Game Cards and
have special jobs.
• A four played on any discard pile reverses the flow of play
from clockwise to counterclockwise or vice versa, returning the
play to the player who last played their card.
• A nine played at any time puts the total of the discard piles at
99 or, when played on a pile already totalling 99, maintains
the total at 99.
• A ten reduces the count of the discard piles by 10.
• The king holds the count at ninety-nine and there is no
change in the total.
Deal:
Three cards are dealt to each player, one at a time. The rest of the
pack is placed face down in the center of the table, forming the
stock pile. Each player is also given three chips, or three jelly beans,
or three of some other small item.
234 Games Fractions and Decimals | Survive Math 5

How to Play:
1. The player to the right of the dealer starts by placing one of his
or her three cards face up in front of him or herself, calling out
the face value of that card. This is the starter card.
2. The player then draws a card from the stock to replace the
card played. If the card is not picked up immediately, the
player then only has two cards to play with.
3. The next player plays a card in front of him or herself, calling
out the total face value of the two cards and then draws a card
from the stock.
4. Each player in turn repeats this procedure, adding the value of
his or her card to the cumulative total of the discard piles.
5. Game cards can be used at any time once play has started. Use
the rules above to determine what those cards do.
6. The total of the cards in the individual discard piles cannot be
increased beyond 99. A player who has no card or Game Card
that can be played to reduce or maintain the total of 99 is
forced to pass. He or she places a chip (or other item) in the
kitty as a penalty.
7. To start the next hand the cards are gathered up, shuffled, and
dealt by the person sitting to the right of the last dealer.
8. After three passes, a player may remain in the game and play
“on honours” until forced to pass one last time. At this time
the player is out of the game and forfeits all the items he or
she has deposited in the kitty.
9. Play continues until only one player remains in the game. This
player is the winner and collects the kitty.

Spades
This game has relatively easy bidding, play, and scoring.
Number of players: Four in two partnerships.
Cards:
A pack of 52 cards. They rank A (high), K, Q, J, 10, down to 2.
Spades are trumps.
Deal:
Thirteen cards are dealt to each player, one at a time.
Bidding:
The game consists of thirteen tricks. Starting with the dealer, and
moving to the left, each player in turn bids the number of tricks he
or she expects to win. His or her bid is added to that of his or her
partner to form the contract bid by that partnership.
It is not necessary for the total of the contracts bid by the two sides
to equal 13 tricks. The total can be more or less.
A player who does not expect to win any tricks may bid “nil” and
discard three cards from his hand, face down, in the center of the
table. If his partner has already bid, the partner gives him three
cards from his hand and picks up the three discards. If partner has
not yet bid, he must wait until after he has bid to make the
exchange.
Before looking at his hand a player may bid “double nil” and
bonuses or penalties are doubled (explained below). As in bidding
“nil”, he discards three cards for his partner and receives three in
return.
If both partners bid “nil’ or “double nil” there is no exchange.

How to Play:
1. The player at the left of the dealer leads first and may play any
suit except Spades, which may not be led until the suit is
“broken” by a spade being discarded on a trick. A player must
follow suit if he or she is able. If a player has no cards in the
suit led he or she can play a spade or trump card.
2. A trick is won by the highest card of the suit led or by the
highest trump played.
Scoring:
The object of the game is to take at least as many tricks as bid by
the side (partnership). If one partner has bid “nil”, his contract and
his partner’s are scored separately and then the scores are
combined.
Each trick bid counts 10 points for a side if the contract is made,
against a side if the contract is set (not met). A side may have a
minus score.
Overtricks (more tricks than bid) count 1 each.
A bid of “nil” receives a bonus of 100 points if made (no tricks are
taken) or a penalty of 100 points if set (player is forced to take a
trick or tricks).
The bonus or penalty for “double nil” is 200 points.
If both partners bid “nil” or “double nil” the side receives 200
points if both make their contract, but there is no score if either or
both are set.
Game consists of 500 points. If the two sides both go over 500
points in the same hand, the one with the larger score is the
winner.

Two-Hand Spades
Number of Players: Two
Cards:
A pack of 52 cards. They rank A (high), K, Q, J, 10, down to 2.
Spades are trumps.
Deal:
1. The deal alternates between the two players. The cards are
shuffled by the dealer and the deck is placed face down in the
center of the table to form the stock.
2. The non-dealer starts by taking the top card from the stock. If
he wants to keep it in his hand he looks at the second card
from the stock and discards it face down beside the stock to
begin the discard pile. He may discard the first card and keep
the second card drawn.
3. Both players in turn discard one card and keep one card until
the entire stock has been drawn. Each player will then have a
hand of 13 cards and bidding and play proceed as in Spades.
The discard pile is not used in the play.
Decimal Game
What You Need

• player cards (in Teaching Aids)
• 2 sets of 10 small cards numbered from 0 to 9 placed in a
lunch-sized paper bag
• pencils
• a partner
How to Play:
1. Take out a player card for each player.
2. Take turns drawing a numbered card from the paper bag.

3. After each turn, write the digit in a box in Row 1 on your
playercard. Return the card to the bag.
4. Continue until all 3 boxes in Row 1 are full on both player
cards.
5. Compare your numbers. The player with the lesser number
wins a point.
6. Play four more rounds.
7. The player with the highest score wins.
8. Play the game again. This time the player with the larger
number wins a point.
Common Fractions and Decimals Concentration
You can make a concentration game by printing decimal fractions

on one set of flashcards and common fractions on another set of
flashcards. Just make sure there are not cards with the same
common fraction or decimal fraction with the same answer.
Mix the cards and lay them face down.
Take turns trying to match the common fractions to the decimal

fraction.

Survive Math 5
Answer Key
Survive Math 5 | Fractions and Decimals Pre-Test Key 241

242 Pre-Test Key Fractions and Decimals | Survive Math 5
Pre-Test—Fractions and Decimals
Answer Key
Part A
Answer the following questions.
1. What is a fraction?
A fraction is a part of a whole number or the whole set or group.
2. In a fraction what does the numerator tell?
The numerator is the top number. It represents the part of the whole
or a part of the set or group.
3. In a fraction what does the denominator tell?
The denominator is the bottom number. It represents the total number

of equal parts.

Part B
A. Shade each diagram so that each one shows the fraction below.
Example:
1. 2.
1 4
of the cars of the shoes
4 8
3. 4.
two fifths of the balls
three tenths of the boats

B. Write a fraction for each of the shaded parts in each shape.
3
Example:
8
1. 3
4
2. 4
9
3.
5
8

C. Write the fraction that represents each of the lettered points on each
number line.
Example:
5
E 10
1.
A
3
8
2.
B
3
5
3.
C
6
9
4.
D
7
8

Part C
A. Write the fractions for the following.
3
Example: If the numerator is 3 and the denominator is 8:
8
2
a. If the numerator is 2 and the denominator is 4.
4
1
b. If the numerator is 1 and the denominator is 6.
6
7
c. If the denominator is 9 and the numerator is 7.
9
6
d. If the denominator is 7 and the numerator is 6.
7
B. Order the fraction in each line from the least to the greatest.
Example: 11 , 8 , 9 , 10 , 3
12 12 12 12 12
3 8 9 10 11
, , , ,
12 12 12 12 12
7 2 4 8 6 2 4 6 7 8
a. , , , , , , , ,
8 8 8 8 8 8 8 8 8 8
6 10 4 8 2 4 6 8 10
b. , , , , , , ,
10 10 10 10 10 10 10 10 10
5 2 6 1 7 4 1 2 4 5 6 7
c. , , , , , , , , , ,
7 7 7 7 7 7 7 7 7 7 7 7

Part D
A. Complete the equivalent fractions by writing each fraction below the

diagram.
1 4
Example: =
2 8
1. 2.
1 2 3 6
= =
2 4 5 10
3. 4.
1 3 1 2
= =
2 6 4 8

B. Write 2 equivalent fractions for the shaded parts of each diagram.
2 1
Example: =
4 2
1. 2.
5 1 6 3
= =
10 2 10 5
3. 4.
4 2 6 3
= =
6 3 8 4

C. Using <, >, or = compare each set of fractions.
3 5 9 4 3 3
Example: < > =
6 6 10 10 3 3
7 5 1 1
1. > 2. =
10 10 5 5
1 2 6 7
3. < 4. <
3 3 8 8
3 4 2 1
5. < 6. >
5 5 2 2
Part E
Solve the following problems.
3
1. John gave of his car collection to Jim. What fraction of the car collection
5
did John still have?
2
5
4
2. Jill spent of a dollar. What fraction of the dollar did she have left?
10
6 3
or
10 5
2
3. Three people ate of a pizza each? How many pizzas did they have
3
altogether?

Part F
A. Write a decimal fraction and a common fraction for each of the shaded
parts.
9
2.9 2 10
1.
1
3.1 3 10
2.
50
2.50 2100
3.
4
1.4 1 10

B. Write equivalent decimal numbers for each of the following.
1. Show as tenths.
0.6
4.3
2. Show as hundredths.
47.60
0.80
3. Show as thousandths.
0.070
6.400
Part G
A. Count by tenths.
Example: From 1.7 to 2.5

1.7, 1.8, 1.9, 2.0, 2.1, 2.2, 2.3, 2.4, 2.5
1. From 0.8 to 1.4: 0.8, 0.9, 1.0, 1.1, 1.2, 1.3. 1.4
2. From 1.6 to 2.1: 1.6, 1.7, 1.8, 1.9, 2.0, 2.1
3. From 2.7 to 3.4: 2.7, 2.8, 2.9, 3.0, 3.1, 3.2, 3.3, 3.4

B. Write each number as a decimal in standard form.
five and two tenths 5.2
seven tenths .7
nine hundredths .09
C. Write the underlined digit as a decimal and as a fraction.
6
14.76 0.06
100
3
5.35 0.3
10
0
32.08 0.0
0
36.72 6
6
15.69 0.6
10
7
8.07 0.07
100
E. Use >, <, or = to compare each pair of decimals.
1. 6.8 > 6.08
2. 8.50 > 8.45
3. 0.33 = 0.330
4. 14.01 > 14.00
5. 20.015 < 20.106

F. Circle the number that has the greatest value.
2.904
2.9
2.899
2.90
2.09
Part H
A. Round each decimal to the nearest tenth.
2.44 2.4
8.65 8.7
20.07 20.1
11.02 11.0 or 11
15.88 15.9
B. Round these numbers to the nearest one.
7.9 8
16.31 16
17.843 18

Part J
A. Write each money amount using a dollar sign.
8¢ $0.08
75¢ $0.75
three dollars and 25 cents $3.25
sixty dollars and five cents $60.05
B. Counting decimals. Write the decimal fraction that comes before.
1. 15.59 15.60
2. 7.399 7.400
3. 0.029 0.030
C. Counting decimals. Write the decimal fraction that come after.
1. 8.99 9.00
2. 46.099 46.100
3. 38.39 38.40

Part I
A. Round each decimal number to the nearest whole number.
5.2 5
17.9 18
16.1 16
$7.25 $7
44.06 44
75.88 76
26.9 27
$18.70 $19
B. Estimate the sums by rounding each number to the nearest whole number
then adding.
1. 19.5 Æ 20 2. 123.8 Æ 124

+18.6 Æ +19 +81.5 Æ +82
39 206
C. Estimate the differences by rounding each number to the nearest whole

number and then subtracting.
1. 77.6 Æ 78 2. 419.5 Æ 420

-2.9 Æ -3 -223.8 Æ -224
75 196

Part K
A. Add.
1. 0.7 + 0.4 = 1.1 2. 0.6 + 0.9 = 1.5
3. 8.7 4. 6.3
+ 9.6 +14.5
18.3 20.8
B. Line up the decimal points and then add.
1. 2.1 + 3.7 + 6.2 =
2. 22.6 + 30.5 + 21.8 =
3. 0.329 + 2.90 + 90.3 + 1.894 =
4. 345 + 0.1 + 0.05 + 6.335 =
1. 2.1 2. 22.6 3. 0.329 4. 345.0

3.7 30.5 2.90 0.1
6.2 21.8 90.3 0.05
12.0 74.9 1.894 6.335
95.423 351.485

Part L
A. Subtract these questions.
1. 3.5 2. 2.3 3. 7.2

-1.6 -1.9 -6.9
1.9 0.4 0.3
4. 75.6 5. 300.5
-66.4 -172.6
9.2 127.9
B. Line up the decimal points and then subtract.
1. 224.5 – 77.2 = 2. 111.1 – 44.4 =
3. 83.19 – 44 = 4. 6.763 – 5.29 =
1. 224.5 2. 111.1 3. 83.19 4. 6.763

-77.2 -44.4 -44.00 -5.290
147.3 66.7 39.19 1.473

Part M
A. Estimate the sums by rounding each number to the nearest dollar and add.
1. $9.05 Æ $9 2. $16.99 Æ $17

+89.90 Æ +90 +22.95 Æ +23
Æ $99 Æ $40
3. $87.50 Æ $88
67.90 Æ 68
+94.20 Æ 94
Æ $250
B. Estimate the differences by rounding each number to the nearest dollar and
subtract.
1. $65.50 Æ $66 2. $20.10 Æ $20

-49.20 Æ -49 -9.75 Æ -10
Æ $17 Æ $10
3. $52.40 Æ 52
-21.80 Æ -22
Æ $30
C. Add the following sums of money.
1. $415.45 2. $248.15 3. $470.22

+284.55 + 6.20 +16.79
$700.00 $254.35 $487.01

D. Subtract.
1. $85.50 2. $107.80 3. $15.50 4. $20.00

-4.90 - 19.95 -9.99 -16.95
$80.60 $87.85 $5.51 4. $3.05
E. Write these decimal fractions as common fractions.
24 3
1. 0.24 = 2. 0.3 =
100 10
113 45
3. 0.113 = 4. 0.45 =
1000 100
8 12
5. 0.008 = 6. 0.12 =
1000 100
These skills are covered in Lessons 17–20.

Answer Key
Answer Key
Lesson 1
Representing Fractions—Parts of a Whole
It’s Your Turn
A.
1. 2.
3 1
8 4
3. 4.
4 8
6 10
5. 6.
1 3
2 5

Answer Key
B.
1. 2.
1 2
8 one eighth 8 two eighths
(1 of the 8 parts are shaded.) (2 of the 8 parts are shaded.)
3. 4.
1 4
2 one half 6 four sixths
5. 6.
4 3
5 four fifths 4 three fourths or three quarters
C. 3 three fourths 2
1. 2. two thirds
4 or three quarters 3
1 5
3. one half 4. five eighths
2 8
2 9
5. two fifths 6. nine tenths
5 10
D. 1 3
1. 2.
4 8
5 1
3. 4.
6 3
1 6
5. 6.
2 10

Answer Key
Challenge Yourself
A.
1. 2.
3. 4.
5. 6.
B. 1 one fourth 7
1. 2. seven tenths
4 or one quarter 10
2 3 three sixths
3. two fifths 4.
5 6 or one half
Lesson 2
Fractions of a Set
Warm- Up
1 3 3 3
A. 1. 2. 3. 4.
4 5 8 4
B.
1.
2.
3.
4.
5.

Answer Key
It’s Your Turn
Part A
6 8 2
1. a. b. c.
10 10 10
7 2 4
2. a. b. c.
8 8 8
Part B
4 2 1 3 4
1. 2. 3. 4. 5.
10 10 10 10 10
Challenge Yourself
6 4 3 4 7
1. 2. 3. N; 4. 5.
10 10 10 10 10
Lesson 3
Equivalent Fractions
Warm-Up
7 12 4 5 3
1. 2. 3. 4. 5.
20 20 15 10 8
It’s Your Turn

2 4 4 8
A. 1. = 2. =
4 8 5 10
3 1 1 2
3. = 4. =
6 2 4 8
B. 5 1 3 6
1. = 2. =
10 2 4 8
3. 1 2 2 4
= 4. =
2 4 3 6

Answer Key
Challenge Yourself
4 8 2 4
1. = 2. =
5 10 4 8
6 3 3 1
3. = 4. =
10 5 6 2
6 2
5. =
12 4
Lesson 4
Comparing Fractions
Warm-Up
1. >
2. <
3. <
4. =
5. >
It’s Your Turn

A. 1. > 2. >
3. < 4. <
5. > 6. >
7. < 8. >

Answer Key
B.
1.
7 9
<
10 10
2.
2 1
>
3 3
3.
4 3
>
5 5
4.
3 < 5
6 6
Challenge Yourself
4 3 1
1. - =
4 4 4
10 3 7
2. - =
10 10 10
10 8 2
3. - = , 20¢
10 10 10
2 1 1
4. - =
2 2 2

Answer Key
Lesson 5
Review
It’s Your Turn
A. 1.
2.
3.
B. 1. one half 2. three quarters

3. eight tenths 4. six eighths
1 2 5 3
C. 1. 2. 3. 4.
8 3 6 4
D. 1.
2.
3.
4.
• • • •
6 3 4 1
E. 1. = 2. =
8 4 8 2
2 1 4 2
3. = 4. =
6 3 6 3
6 1 2 1
5. = 6. =
12 2 10 5

Answer Key
F. 3 6 1 4
1. = 2. =
5 10 2 8
4 2 1 2
3. = 4. =
6 3 4 8
8 4 3 1
5. = 6. =
10 5 6 2
G. 1.
2.
3.
H. 7 9 6 4
1. < 2. >
10 10 8 8
0 3 9 1
3. < 4. >
4 4 9 9
Lesson 6
Introducing Decimals
Warm- Up
3 1
1. 2.
5 2
9 1
3. 4.
10 8
5 1
5. 6.
10 5
2 2
7. 8.
3 6
70 7
9. 10.
100 8

Answer Key
It’s Your Turn

7 8
A. 1. , 0.7 2. , 0.8
10 10
7 3
3. , 0.7 4. , 0.3
10 10
6 9
5. , 0.6 6. , 0.9
10 10
1 1
B. 1. 2.
10 10
7 5
3. 4.
10 10
9 8
5. 6.
10 10
C. 1. 0.8
2. 0.2
3. 0.3
4. 0.9
5. 0.6
6. 0.5
Challenge Yourself
1. 0.3 cm
2. 0.5 cm
3. 0.8 cm
4. 0.9 cm
10
5. 1.0 cm or cm
10

Answer Key
Lesson 7
More About Decimals
Warm Up
A. 1. 7605
2. 40 200
3. 923
4. 8001
5. 68 000
B. 1. forty-two hundred or four thousand two hundred

2. sixty-nine thousand
3. five hundred seven
4. thirty thousand
5. four hundred and six thousand
It’s Your Turn

A. 1. 0.47
2. 1.03
3. 0.304
4. 0.006
B. 1. tenths—The number of parts is written on the first place to the

right of the decimal point.
2. hundredths—The number of parts is written on the second
place to the right of the decimal point.
3. thousandths—The number of parts is written on the third
place to the right of the decimal point.
C. 1. 0.8
2. 600.09
3. 0.002
4. 7.51
5. 0.044
6. 500.007

Answer Key
D. 1. eight tenths
2. three hundredths
3. four thousandths
4. five and thirty-six hundredths
5. two thousands and one hundred and fifty thousandths or
fifteen hundredths
Lesson 8
Making Equivalent Decimals
Warm Up
1. 30 2. 70 000
3. 90 000 4. 8000
5. 61 000 6. 20 000
7. 191 000 8. 39 100
It’s Your Turn

A. 1. 0.3
2. 0.2
3. 5.6
4. 0.9
5. 3498.0
6. 679.0
B. 1. 0.30
2. 0.90
3. 0.89
4. 67.80
5. 19.20
6. 3891.00
C. 1. 0.030
2. 0.900
3. 0.070
4. 43.100
5. 391.000
6. 4.200

Answer Key
Challenge Yourself
A. 1. 0.46 4. 2.70
2. 4.02 5. 0.22
3. 0.72 6. 7.60
B. No – appropriate picture to show they are the same.
Lesson 9
Fractions and Decimals Greater than 1
Warm-Up
A. 1.
2.
3.
B. 1. 0.6
2. 0.8
3. 0.3
4. 0.4
5. 0.1
6. 0.7
7. 0.0 or 0
8. 0.9
It’s Your Turn
Part A
7 4
A. 1. 1.7 1 2. 2.4 2
10 10
3 2
3. 5.3 5 4. 1.2 1
10 10

Answer Key
Part B
A. 1. four and one tenth
2. eleven and nine tenths
3. ten and two tenths
4. one and five tenths
5. five and eight tenths
B. 1. 1 ones and 7 tenths

2. 2 ones and 1 tenth
3. 3 ones and 2 tenths
C. 1. 0.4, 0.5, 0.6, 0.7, 0.8, 0.9

2. 0.9, 1.0, 1.1, 1.2, 1.3, 1.4
3. 1.9, 2.0, 2.1, 2.2, 2.3
Lesson 10
Value
Warm Up
1. 3 = 30
2. 3 = 300
3. 4 = 4000
4. 7 = 7000
5. 1 = 100 000
6. 5 = 50 000
7. 0=0
8. 2 = 2 000 000
It’s Your Turn

A. 1. 4.7
2. 11.42
3. 0.07
4. 0.9

Answer Key
6
B. 1. 6 = 0.06 and
100
2
2. 2 = 0.2 and
10
5
3. 5 = 0.5 and
100
4. 0=0
C. 1.
8 . 4 5
2.
1 2 . 0 7
3.
9 . 6 0
D. 1. 7
7
2. or 0.7
10
9
3. or 0.09
100
4. 4
5. 0
6. 40
E. 1. 0.21 > 0.12 6. 99.002 > 98.763

2. 3.16 < 4.99 7. 11.310 > 11.301
3. 17.21 > 7.89 8. 5.005 < 5.050
4. 13.01 > 13.00 9. 783.90 < 784.90
5. 619.444 < 691.444 10. 20.016 < 20.106

Answer Key
Challenge Yourself
A. 1. 7.7 2. 3.40
3. 17.80 4. 2.30
5. 19.9 6. 25.6
B. 1. 0.034 0.039 0.043 0.304 0.344

2. 390.99 391.02 391.22 392.01 392.21
C. 1. 178.41 79.41 79.14 79.07 77.04

2. 0.200 0.120 0.012 0.002 0.001
Lesson 11
Ordering Decimals
Warm Up
Number Common Fraction Decimal Fraction
12 2
1. 1 1.2
10 10
23 3
2. 2 2.3
10 10
38 8
3. 3 3.8
10 10
26 6
4. 2 2.6
10 10
17 7
5. 1 1.7
10 10
10
6. 17 1.0
10
It’s Your Turn

A. 0.6 1.4 2.8 3.9 4.2 4.7
Ø Ø Ø Ø Ø Ø
0 1 2 3 4 5

Answer Key
B. 1. 0.4, 2.1, 4.2 2. 7.1, 7.9, 8.2

3. 5.3, 5.5, 6, 6.1 4. 6.8, 7, 7.1, 7.3
5. 0.7, 1.0, 1.6, 1.9, 2.3 6. 3.0, 3.9, 4.0, 4.1
Challenge Yourself
1. 0.7, 2.7, 7.1, 7.2, 7.8
2. 0.9 9.0, 9.1, 9.6, 9.9
3. 10, 10.1, 10.6,10.9, 11.2
4. 0.9, 3.7, 4.8, 5.1, 7.3, 8.3
Lesson 12
and Nearest One
Warm Up
1. 700
2. 1100
3. 11 300
4. 4100
5. 17 600
6. 101 600
7. 145 100
8. 77 800
It’s Your Turn
A. 1. 5 and 6
2. 13 and 14
3. 15 and 16
4. 0 and 1
5. 9 and 10
B. 1. The hundredths place
2. The tenths place

Answer Key
C. 1. 2 and 6 tenths
2. 4 and 1 tenth
3. 7 and 7 tenths
4. 9 and 6 tenths
5. 10
D. 1. 6.4
2. 17.2
3. 123.9
4. 441.0
E. 1. 4
2. 18
F. Race 1 12.6 12.5
Race 2 8.6 8.6
Race 3 9.7 9.8
Race 4 10.1 10.0
Race 2 could be called a tie but Brock was the actual winner based on
hundredths of seconds.
Lesson 13
Estimating Sums and Differences With
Decimals
Warm Up
1. 30 + 40 = 70
2. 30 + 30 + 10 = 70
3. 40 + 30 + 20 = 90
4. 70 + 30 + 50 = 150
5. 20 + 20 + 20 + 40 = 100

Answer Key
It’s Your Turn

A. 1. Actual: 4.2 cm Rounded: 4 cm
2. Actual: 7.9 cm Rounded: 8 cm
B. 1. $8
2. $0 or 0
3. $5
4 $3
C. 1. 7.6 Æ 8 2. 12.8 Æ 13
+ 9.1 +9 + 21.9 + 22
17 35
3. 7.2 Æ 7 4. 48.7 Æ 49
+ 16.1 + 16 + 73.2 + 73
23 122
D. 1. 12.3 Æ 12 2. 15.7 Æ 16
- 8.2 -8 - 11.2 - 11
4 5
3. 51.4 Æ 51 4. 127.5 Æ 128

- 7.9 -8 - 64.4 - 64
43 64

Answer Key
Challenge Yourself
A. 1. 0.3 3. 768.1
2. 33.1
B. 1. 45.677 > 45.6

2. 0.001 < 0.10
3. 23.009 < 23.09
4. 9.455 < 9.54
Lesson 14
Adding Decimal Fractions
Warm Up
A. 1. 34.150 2. 481.200 3. 14.900
600.000 13.000 6.840
0.051 691.510 0.050
6.180 0.002 182.130
9.136 1732.000 72.000
B. 1. 5 2. 9 3. 11 4. 13
5. 16 6. 10 7. 17 8. 5
9. 5 10. 10 11. 5 12. 13
13. 8 14. 12 15. 14 16. 8
17. 15 18. 4 19. 17 20. 12
21. 18

Answer Key
It’s Your Turn

A. 1. 0.6 2. 1.0
3. 1.1 4. 1.7
B. 1. 0.2 2. 2.9 3. 27.2 4. 21.6
+0.7 +3.5 +47.9 75.2
0.9 6.4 75.1 +49.2
145.0
C. 1. 14.5 2. $12.38 3. 6.2

+5.3 1.89 14.6
19.8 43.98 20.8
$58.25
4. 8.403 5. 33.9
12.000 41.2
3.980 75.1
24.383
D. 1. 6.2
+ 4.8
11.0
Jenny jogged 11.0 km.
2. 1.7
1.6
+ 1.6
4.9
Laurie' s combined score was 4.9 m.
Challenge Yourself
1. 27.995
2. 100.84
3. 191.713
4. 115.427
13.512
+ 9.7
23.212 kg

Answer Key
Lesson 15
Subtracting Decimal Fractions
Warm Up
A. 1. 3 2. 6 3. 0 4. 6
5. 4 6. 6 7. 4 8. 7
9. 8 10. 8 11. 6 12. 3
13. 8 14. 3 15. 5 16. 5
17. 9 18. 5 19. 7 20. 9
21. 9
B. 31 81 8 12 1 5 141 8191
1. /
459 2. 39/ 64 3. / /
9733 4. / /
6051 5. 9/ 205
/
- 389 - 189 2 - 4 819 - 39 4 4 - 3856
70 2072 4914 2107 5349
It’s Your Turn

A. 1. 0.3 2. 0.2
3. 0.7 4. 0.5
5. 0.5 6. 0.1
B. 1. 459 2. 3964 3. 9733

-389 -1892 -4819
70 2072 4914
4. 6051 5. 9205
-3944 -3856
2107 5349
C. 1. $ 284.16 2. 423.1 3. 18.00

-$103.79 - 16.5 - 9.37
$180.37 406.6 8.63
D. 1. 34.5 35 2. 17.4 17
- 23.6 - 24 - 10.7 - 11
10.9 11 6.7 6

Answer Key
3. 23.50 24 4. 431.25 431

- 19.78 - 20 - 330.55 - 331
3.72 4 100.70 100
Challenge Yourself
A. 1. 2.402
2. 0.086
3. $822.44
4. 98.246
B. 1. 45.61
- 43.19
2.42
Chris won the race by 2.42 minutes.
2. $37.89 $31.11
- 6.78 + 1.87
$31.11 $32.98
She paid $32.98.
Lesson 16
Decimal Dollars
Warm Up
1. $5.60
2. $9.99
3. $9.10
4. $28.40
5. $7.85
6. $8.25

Answer Key
It’s Your Turn

A. 1. $0.58 2. $0.72
3. $0.91 4. $1.31
5. $3.04 6. $2.10
B. 1. $0.52
2. $1.16
3. $0.12
4. $8.06
5. $12.19
6. $0.17
7. $7.20
8. $0.02
C. 1. > 2. >
3. < 4. <
D. 1. 77¢ $0.77
2. 50¢ $0.50
3. $1.76
Challenge Yourself
A. 1. 14.69
2. 2.299
3. 0.049
4. 0.599
B. 1. 7.00
2. 21.100
3. 1.000
4. 35.20
C. 1. 1.40 1.41 1.42 1.43

2. 26.00 26.01 26.02 26.03
D. 1. 10.000 10.001 10.002 10.003

2. 0.350 0.351 0.352 0.353

Answer Key
Lesson 17
Estimating Dollar Sums and Differences
Warm Up
A. 1. 7 2. 4
3. 6 4. 19
5. 77 6. 99
7. 6 8. 30
9. 28 10. 200
B. 1. 20 2. 70
3. 170 4. 200
5. 70 6. 10
7. 180 8. 240
It’s Your Turn
A. 1. $25.25 Æ $25 2. $99.95 Æ $100

+49.95 Æ +50 +15.95 Æ 16
$75 $116
3. $24.95 Æ $25 4. $149.00 Æ $149

+24.15 Æ +24 +199.95 Æ 200
$49 $349
B. 1. $6.50 Æ $7 2. $10.95 Æ $11

-2.10 Æ -2 -5.15 Æ -5
Æ $5 Æ $6
3. $28.30 Æ $28 4. $11.65 Æ $12

-13.80 Æ -14 -10.95 Æ -11
Æ $14 Æ $1
5. $8.62 Æ $9 6. $145.10 Æ $145

-7.31 Æ -7 -144.95 Æ -145
Æ $2 Æ $0

Answer Key
C. 1. $72.95 Æ 70
16.95 Æ 20
+32.95 Æ +30
$120
2. $11.95 Æ 10
42.25 Æ 40
+67.15 Æ +70
$120
3. $80.95 + $62.40 + $74.60 = $80
60
+70
$210
4. $103.45 + $37.95 + $ 128.50 = $100

40
+130
$270
D. 1. Rounded to the nearest $10.

$ 39.99 Æ $ 40 About $10 is saved on the sale price.
- 27.90 - 30
$ 10
OR
Rounded to the nearest $1.
$ 39.99 Æ $ 40 About $12 is saved on the sale price.
- 27.90 - 28
$ 12
2. Rounded to the nearest $10.

$ 299.95 Æ $ 300 She needs about $180 more.
- 121.15 - 120
$180
OR
Rounded to the nearest $1.
$ 299.95 Æ $ 300 She needs about $179 more.
- 121.15 - 121
$179

Answer Key
Challenge Yourself
Answers will vary.
Examples:
1. 2.6 + 4.4 (sum approximately 7)
2. 0.7 + 0.6 (sum closer to 1 than 2)
3. 7.4 – 2.9 (difference approximately 4)
4. 6.2 – 3.1 (difference between 2 and 3 but closer to 3)
accept any answer that works
Lesson 18
Adding and Subtracting Dollars and Cents
Warm Up
A. 1. 9.8
2. 16.7
3. 16.4
4. 19.4
5. 16.6
6. 101.7
B. 1. 2.1 2. 2.6
3. 4.2 4. 2.4
5. 5.8 6. 8.1
It’s Your Turn

A. 1. $3.67 2. $4.44 3. $7.50
4. $102.35 5. $76.40 6. $86.00
B. 1. $10.35
2. $19.80
3. $12.00
4. $141.61
5. $15.05
6. $114.80

Answer Key
C. 1. $3.25 2. $6.80
3. $4.01 4. $5.50
D. 1. $3.05
2. $3.70
Challenge Yourself
1. $ 5.50 —a tape The 3 cheapest items cost $22.65.
8.15 —a t-shirt
+ 9.00 —a book
$22.65
2. $ 6.99 Myrna needed more money to buy

3 pairs of socks.
6.99 OR 3 ¥ $7 = $21
+ 6.99
$20.97
3.
Number of Value Number of Value Total
dimes quarters
5 50¢ 5 $1.25 $1.75

6 60¢ 4 $1.00 $1.60
7 70¢ 3 75¢ $1.45
8 80¢ 2 50¢ $1.30
9 90¢ 1 25¢ $1.15
Jill has 9 dimes.

Answer Key
Lesson 19
Mixed Numbers—Ones, Tenths, Hundreds
Warm-Up
1. <
2. <
3. <
4. >
5. =
6. >
7. <
8. >
It’s Your Turn

A. 1. 10.8
2. 5.13
3. 3.60
4. 7.35
5. 8.93
6. 5.77
B. 1. 2.7
2. 1.38
3. 3.6

Answer Key
B. 4. 1.05
C. 1. two and four tenths

2. five and seven tenths
3. six and nineteen hundredths
4. twenty-two hundredths
5. eight and six hundredths
6. two and nine hundredths
Challenge Yourself
A. 1. >
2. <
3. =
4. >
5. <
B. 1. 6.8, 6.9, 7.0, 7.1, 7.2, 7.3

2. 19.6, 19.7, 19.8, 19.9, 20.0, 20.1
3. 0.8, 0.9, 1.0, 1.1, 1.2
Lesson 20
Fraction
Warm Up
2 5
1. 2.
10 10
7 1
3. 4.
10 10

Answer Key
It’s Your Turn

5 3
1. 2.
10 100
21 4
3. 4.
100 100
135 52
5. 6.
1000 1000
3 156
7. 8.
1000 1000
2 349
9. 10.
10 1000
3 12
11. 12.
10 100
2 7
13. 14.
100 10
1 123
15. 16.
1000 1000
75 335
17. 18.
1000 1000
Challenge Yourself
1. Answer given
8 4 O OOO O OOO
2. =
10 5 OOOOO OOOOO
4 2 OO OO
3. =
10 5 OOOOO OOOOO
5 1 O O O O O
4. =
10 2 OO OO OO OO OO

Answer Key
Part A
A. Colour the correct number of parts to show each fraction.
1.
four tenths
2.
5
9
3.
three fourths
4.
3
5
B. Write each fraction in words. Remember to spell the words correctly.
7 3
1. seven eighths 2. three fourths or three quarters
8 4
7 4
3. seven tenths 4. four sixths
10 6
Survive Math 5 | Fractions and Decimals Mastery Test Key 291

C. Write the number for each fraction.
2
1. two thirds
3
3
2. three eighths
8
1
3. one quarter
4
4
4. four fifths
5
D. Here are the names of six towns in British Columbia. Remember to write your
answer as a common fraction.
HOPE NANAIMO CRANBROOK CRESTON
VANCOUVER MERRIT
1. What fraction of the towns has the letter “I” in their names?
2 1
or
6 3
2. What fraction of the towns has more than 6 letters in their name?
2 1
or
6 3
3. What fraction of the s have the letter “r” in them?
3 1
or
6 2
4. What fraction of the towns has a 4-letter name?
1
6
292 Mastery Test Key Fractions and Decimals | Survive Math 5

Part B
Use < or > to complete each statement.
0 1 10 4
1. < 2. >
3 3 11 11
8 2 1 0
3. > 4. >
9 9 10 10
9 1
5. >
9 9
Part C
A. Express the shaded parts of each shape as a common fraction and a decimal.
1.
29 2.9
10
2.
34 3.4
10

3.
2 50 2.5
100
B. Write each of the fractions as a common fraction.
2 6
1. two tenths 2. 0.6
10 10
9 5
3. 9 tenths 4. 0.5
10 10
3
5. 0.3
10
C. Write each fraction as a decimal fraction.
1. eight tenths 0.8
2. sixteen tenths 1.6
3. thirty-two tenths 3.2
4. eleven tenths 1.1
5. 10 tenths 1.0
D. Write these decimals in words.

1. 7.2 seven and two tenths
2. 5.8 five and eight tenths
3. 12. 7 twelve and seven tenths
4. 18.9 eighteen and nine tenths
5. 23.2 twenty-three and two tenths

Part D
A. How many ones and tenths are in each of the fractions.
21
1. 2 ones and 1 tenth
10
45
2. 4 ones and 5 tenths
10
19
3. 1 one and 9 tenths
10
4. twenty-two tenths 2 ones and 2 tenths
5. seventeen tenths 1 one and 2 tenths
B. Write each fraction as a decimal number.
1. Thirty-nine hundreds 0.39
2. Seventeen hundredths 0.17
73
3. 0.73
100
4. fifteen and eight hundreds 15.08
8
5. 7 7.8
10
Part E
A. Write < (less than) or > (greater than) to complete each number statement.
1. 0.12 ___<____ 0.21 2. 21.7 ____>____ 7.87
3. 14.01 ____>____ 14.00 3. 70.04 ____<____ 74.07
5. 16.44 ____<____ 44.16

B. Order the numbers form least to greatest.
1. 30.2, 32.9, 29. 3, 23. 9
23.9, 29.3, 30.2, 32.9
2. 8.2, 8, 8.8, 9, 8.1
8.1,8.2, 8.8, 8,9
C. Count by tenths.
1. From 29.6 to 30.4
29.6, 29.7, 29.8, 29.9, 30.0, 30.1, 30.2, 30.3, 30.4
2. From 16. 8 to 17.7
16.8, 16.9, 17.0, 17.1, 17.2, 17.3, 17.4, 17.5, 17.6, 17.7
3. From 35.6 to 36.5
35.6, 35.7, 35.8, 35.9, 36.0, 36.1, 36.2, 36.3, 36.4, 36.5
Part F
A. Write an equivalent decimal number for each of the following.
a. 75.1 as thousandths 75.001
b. 0.09 as thousandths 0.090
c. 615.990 as hundredths 615.99
d. 4519 as thousandths 4519.000

B. Use the place-value chart for each number. Put each number in the correct
position on the chart.
1. 15.75
1 5 . 7 5
2. 20.08
2 0 . 0 8
C. Central Heights High School had five top long distance runners in the City
Track Meet. Their fastest times were:
1. Jim 43.01
2. Sam 44.52
3. Paul 43.10
4. Karl 45.01
5. Hayne 44.66
Arrange the runners’ names in order from first place to fifth place.
Jim - first
Paul – second
Sam – third
Hayne – fourth
Karl – fifth

D. Order the following set of numbers from least to greatest.
845.051 845.115 845.50 840.500
840.500 845.051 845.115 845.500
E. Count by thousandths.
6.996 6.997 6.998 6.999 7.000 7.001
F. Circle the number in each group with the least value.
1. 16.12 2. 7.925
16.0 7.91
15.999 7.999
16.001 7.099
16.90 7.9
G. Write >, <, or = to complete each number statement.
1. 94 __>___ 93.889
2. 34.01 ___=__ 34.010
3. 765.19 __>___ 756.995
4. 1.384 ___<__ 1.39
5. 75.67 ___>__ 75.629

Part G
A. Round each money amount to the nearest dollar. Write your answers in
standard form (with dollar signs).
1. 4 dollars and eight cents $4
2. $12.78 $13
3. eleven and one half dollars $12
B. Round each decimal number to the nearest whole number.
1. 20.50 21
2. 481.4 481
3. 17.4 17
4. 88.5 89
5. 11.44 11
6. 12.635 13
C. Round to the nearest tenth.
1. 0.45 0.5
2. 8.26 8.3
3. 24.37 24.4
4. 65.384 65.4
5. 450.986 451.0

D. Round each decimal number to the nearest whole number and add or
subtract.
1. 55.6 Æ 56 2. 17.5 Æ 18
-31.8 Æ -32 +8.5 Æ +9
24 27
3. 86.2 Æ 86 4. 66.3 Æ 66
+69.6 Æ +70 -59.7 Æ -60
156 6
Part H
A. Line up the decimal fractions and add. Show all your work.
1. 15.6 2. 102.6 3. 4.13

+22.4 +23.8 21.00
38.0 126.4 6.50
+6.25
37.88
4. $7.98 5. 0.635
19.25 4.5
+303.19 0.80
$330.42 +16.0
21.935

B. Align these numbers and find the differences. Show your work.
1. 81.4 2. 47.6 3. 0.836

–37.2 –23.8 –0.199
44.2 23.8 0.637
4. 8.23 5. 93.50 6. $482.16

–1.15 –18.29 –195.42
7.08 75.21 $286.74

Part I
A. Solve each problem. Show all your work and write a statement to answer
each question.
Use the road map to answer problems 1, 2, and 3.
Knox Junction
51
.8
km
km
16
.2
41
Carson
Johnson
City
5
km
27
.5
2
.5
6
km
N
Forest
Grove
1. How far is it from Carson to Johnson City if you go through Forest

Grove?
62.5
+27.5
90.0
Statement: The distance is 90 km.

2. How far is it from Carson to Johnson City if you go through Knox
Junction?
51.8
+41.2
93.0
Statement: The distance is 93 km.
3. What is the total distance if you started at Knox Junction and visited all
the other cities before returning to Knox Junction?
41.2
27.5
62.5
+51.8
183.0
Statement: The total distance is 183 km.

Use the menu below to answer problems 4 and 5.
Hamburger $ 1.80
Chicken Burger $ 2.40
Hot Dog $ 1.35
French Fries $ 1.15
Ice Cream 65¢
Cola small 75¢ med. 95¢ large $1.15
Milk small 90¢ med. $1.10 large $1.35
4. Frankie ordered a chicken burger, fries, and a large milk. How much
did she spend?
$2.40
1.15
+1.35
$4.90
Statement: Frankie spent $4.90.
5. How much would 2 hot dogs, a medium cola, and 2 ice cream cost?
$1.35
1.35
.95
.65
+.65
$4.95
Statement: The food would cost $4.95.

6. Rewrite the decimal fractions as common fractions.
25 8
1. 4.
1000 100
8 90
2. 5.
10 1000
501 90
3. 6.
1000 100

Glossary
You may find these definitions useful when you are explaining
common fractions and decimal concepts to your child.
Fraction: parts of a whole
1
Example:
2
Numerator: the number above the fraction bar—it indicates the
number of parts of the whole
1
Example:
2
Denominator: the number below the fraction bar—it indicates

how many parts the whole is divided into
1
Example:
2
Decimal: a fraction where the denominator is a power of ten and is
therefore expressed using a decimal point
37
Example: 0.37 is the decimal equivalent of
100
Survive Math 5 | Fractions and Decimals Glossary 307

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Fractions and Decimals

Fractions and Decimals

Survive Math 5 | Fractions and Decimals i

Lesson Practice Sheets 131

Answer Key 241

Survive Math 5 | Fractions and Decimals iii

The intent of this program is to assist you, the parent, in

Many children arrive in Grade Five lacking, or are weak in basic

To be successful in mathematics children must understand the

It is important for children to use “manipulatives” (concrete

The activities in this program are designed to engage your

At the completion of this program your child should be able to

Survive Math 5 | Fractions and Decimals v

In each package there is also a selection of Teaching Aids that

All of the activities in each section are short and, we hope,

It is important that your child understands the concept or skill

When your child has a good understanding of the concept or

vi Fractions and Decimals | Survive Math 5

Mathematics concepts are easier to understand if your child

It is important to provide your child with a selection of

There is an old Chinese proverb that says: I hear and I forget

I see and I remember

Survive Math 5 | Fractions and Decimals vii

Common and decimal fraction games

Decimal/fraction match game

viii Fractions and Decimals | Survive Math 5

Board and Tile Games

General Math Games

Survive Math 5 | Fractions and Decimals ix

Place the Pre-Test in front of your child. Explain that she or he

When the test is completed, mark your child’s work. The

Survive Math 5 | Fractions and Decimals 1

Answer the following questions.

1. What is a fraction? __________________________________________________

2. In a fraction what does the numerator tell? ____________________________

3. In a fraction what does the denominator tell? __________________________

Survive Math 5 | Fractions and Decimals Pre-Test 3

two fifths of the balls

three tenths of the boats

4 Pre-Test Fractions and Decimals | Survive Math 5

Survive Math 5 | Fractions and Decimals Pre-Test 5

6 Pre-Test Fractions and Decimals | Survive Math 5

A. Write the fractions for the following.

1. If the numerator is 2 and the denominator is 4. ______

2. If the numerator is 1 and the denominator is 6. ______

3. If the denominator is 9 and the numerator is 7. ______

4. If the denominator is 7 and the numerator is 6. ______

Survive Math 5 | Fractions and Decimals Pre-Test 7

A. Complete the equivalent fractions by writing each fraction below the

8 Pre-Test Fractions and Decimals | Survive Math 5

Survive Math 5 | Fractions and Decimals Pre-Test 9

Solve the following problems.

These skills are covered in Lessons 3 and 4.

10 Pre-Test Fractions and Decimals | Survive Math 5

Survive Math 5 | Fractions and Decimals Pre-Test 11