Divisor is a two-digit number. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.

Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. No rounding is required by design (another question will include rounding off).

Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.

Subtracting a decimal with 3 decimal places from a decimal with 2 or 3 decimal places. borrowing is necessary. This was modified from a subtraction question using integers with each number divided by 1000 so the variables have names referring to ones, tens, hundreds etc.

I think I prefer the other question I made called "Rounding to 0, 1, 2 and 3 decimal places"

By powers of ten I mean a 1 followed by some 0s. The scientific notation questions will take care of the power of ten notation.

a) Multiplying decimals with a single non-zero digit. Students are told to preserve the number of decimal places (from the question to the answer). 

b) Multiplying decimals requiring the multiplication algorithm. 

No description given

Issues: alignment in columns in the working - not sure what to do about it

Decimal divided by a decimal. Multiply by a power of ten to get an integer divisor. Long and short division process. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to some number of decimal places.

Some students believe a decimal is larger if it is longer, some believe a decimal is larger if its first non-zero digit is larger.

Decimals addition algorithm. 2 and 3 digit numbers. Carrying.

A random proper fraction $a/b$ with denominator in the range 2 to 30 is picked, and the student must write $\frac{a}{b} \pi$.

The point of this question is to demonstrate that the correct answer is shown as a multiple of $\pi$ rather than a decimal.

evaluate sqrt(x/z) where x and z are random positive decimals.

a) Multiplying decimals with a single non-zero digit. Students are told to preserve the number of decimal places (from the question to the answer). 

b) Multiplying decimals requiring the multiplication algorithm. 

Round random numbers to the closest whole number, 1, 2 or 3 decimals places.

No description given

Decimal Places and Significant Figures

rebelmaths

Dummy question to test random() function when first decimal place of upper limit of range is 4, and test of currency() function.

Evaluate a decimal: either 0.1,0.2,0.3,0.4,0.01,0.02,0.03,0.04 squared or cubed. Part of HELM Book 1.2

The student is shown a GeoGebra worksheet containing a single point at the origin. They must move the point to the required coordinates.

The part is marked as correct if the point is in the right position.

Compute the modulus of either (a) a signed decimal, or (b) a sum or difference of two decimals.

Used in HELM Book 1.1.5 Exercises

Round a number to $n$ decimal places. Part of HELM Book 1.1

Round a number to $n$ decimal places. Part of HELM Book 1.1

Divisor is single digit. There is a remainder which we express as a decimal by continuing the long division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.

Decimals addition algorithm. 2 and 3 digit numbers. Carrying.

A quick practice set of problems for education students to take in preparation for their numeracy test.

No description given

A quick practice set of problems for education students to take in preparation for their numeracy test.

Students are given a number with two decimal places and are asked to multiply it by either 10, 100 or 1000.

Students are shown two decimals and asked to enter the correct sign to compare them: > or < or =.

This question was written by MESH (the Mathematics Education Support Hub) at Western Sydney University.